Chapter 20: Helping Preservice Teachers Support the needs of the Whole Child in a PDS

This chapter describes a theoretical framework for understanding whole child education within the context of a community school and its implementations for a professional development school (PDS). The researchers tapped preservice teachers about what they learned about the complexities of teaching the whole child and the value of collaborative efforts in a community-based PDS, in which the school provides for a range of services, including those for academic needs, social services, community engagement, and many others.