The purpose of this study was to discover the types of experiences-biographical and professional and the organizational practices that influenced, in a transformational way, the professional development of intern teachers and other educators who participated in a year immersion into a Secondary Level English-Language Arts Professional Development School. 

The inquiry answers the following five questions: 1) What is transformational learning in the context of new teacher preparation and development? 2) What is the relationship between transformational learning and experiential professional development? 3) To what extent is transformational learning and experiential professional development relevant to teacher preparation? 4) To what extent do teachers identify transformational learning and experiential professional development as being relevant in their professional training? 5) What best practices are related to transformational learning and experiential professional development in the context of professional development schools?

Findings show that transformational learning in the context of teacher preparation and development is an active, organic, constructive process. It can emanate from occurrences in one’s biography-as early as when a child begins school and is later able to identify, critically reflect, dialogue and act on these meaningful experiences and encounters within the context of learning to teach. Best practices that promote transformational learning were identified as authentic immersion, initial selections and mentor-intern match-ups, inquiry at the center of the PDS organization, critical self reflection through journaling and textual connections, subbing for substitute and the organic planning of professional activities. My results support the idea that interns in a self-selected, authentic professional immersion teacher preparation program, like the one studied here, have a significant stake, active professional community commitment and a heightened awareness during their training and prior to employment, that, as a result have a significant transformational impact in their personal and professional grounding as future career educators. A reconceptualized diagram of a transformational professional learning experience is presented