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1.
Abstract Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not. This article describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of university and public school faculties. The particular focus of this workshop was on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information. 相似文献
2.
《Studying Teacher Education》2013,9(3):275-288
This article documents the self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. Drawing on the scholarship of self-study of teacher education practices and theoretical perspectives consistent with third space, we conceived our collaborative study group as a learning community aimed at uncovering the complexities of school–university partnerships while seeking new directions for an effective partnership. Data were collected from a variety of sources. Themes were developed based on some identified areas of focus consistent with the group's objectives, which included deciphering the state of our PDS collaboration, our preservice teachers' learning experiences, and insight into faculty as learners in professional relationship. The study revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study resulted in better understanding of our roles as hybrid educators and recognition of mentor teachers as critical bridges in a PDS partnership. 相似文献
3.
《师资教育杂志》2012,38(2):101-102
This paper explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors (student teacher, school mentor and university tutor) and knowledge (academic, professional and practical) are disrupted. The study, based in a teacher education department in an English university, is contextualised in the policy context of school–university partnerships. Video capture is used as a vehicle to promote dialogue and collaborative practice between partners during school-based elements of a teacher preparation course. Analysis highlights the power of this space to promote reciprocal learning across the partnership. 相似文献
4.
《Teaching and Teacher Education》1997,13(5):513-527
This paper identifies two of the most divisive patterns of tension within the mentor teacher-student teacher relationship—philosophical differences and tolerance for uncertainty—within an experimental high school English teacher education program based on collaborative inquiry and teacher research. Five differences in principles and processes in the experimental program emerged which support more effective ways of dealing with mentor teacher-student teacher tensions: (1) mentor teacher ownership of the program, (2) year-long student teacher experiences, (3) same university teacher educators across the year, (4) content area research, and (5) respect for school context. Using a case study approach, the author discusses how viewing these tensions as sites of inquiry have helped to shape the teacher education program and exploited tensions as productive learning opportunities rather than merely failures or insults. 相似文献
5.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based. 相似文献
6.
Maria Elena González Alfaya Maria Ángeles Olivares García Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789
This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. 相似文献
7.
ABSTRACT In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful when the learner takes ownership. Information technology can enable the shift towards creator and is a powerful means of achieving that. 相似文献
8.
Boundaries and bricolage: examining the roles of universities and schools in student teacher learning 总被引：1，自引：1，他引：0
Steven Andrew Hutchinson 《欧洲师范教育杂志》2011,34(2):177-191
The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives. 相似文献
9.
Catherine Lang Deborah Neal Maria Karvouni Debbie Chandler 《Asia-Pacific Journal of Teacher Education》2015,43(4):338-354
We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations. 相似文献
10.
Joanne Deppeler 《European Journal of Psychology of Education - EJPE》2006,21(3):347-360
This paper describes a model of professional development that guided a two-year university-school partnership in Melbourne, Australia. The project was aimed at enhancing teachers’ capacity to respond to diversity through collaboration and active involvement in evidence-based inquiry in their schools. The project involved eight schools and approximately 45 teachers in two years of university accredited post-graduate study. Conditions that fostered collaborative inquiry and supported teacher and student learning are presented from the view of the leaders and teachers as well as from the perspective of the university facilitators. Findings suggest that CI partnerships will be of higher quality if they are sustained over time and build conditions that demonstrate a value for both collaboration and inquiry as part of teachers’ routine work. The process is highly complex and the relative importance of conditions that appeared to support the change process is not fully understood. 相似文献
11.
This study investigates how mentor talk unfolds in a community of learners during an entire school year in the context of practice teaching in university teacher education. Specifically, it focuses on how emergent styles and patterns of mentor’s talk shaped power relations in the discourse, promoting different kinds of learning environments. Data collection included 23 video-recorded meetings of the learning community of 11 student teachers and a university mentor and 25 semi-structured interviews with all participants including the mentor. Findings show that styles and patterns of mentor talk are central to how a particular learning environment in a community develops. Implications for pre-service mentors’ roles in the context of student teacher learning in a community are discussed. 相似文献
12.
Marsha Sowell 《Clearing house (Menasha, Wis.)》2017,90(4):129-134
In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year. 相似文献
13.
University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school–university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert–teacher collaborative knowledge creation as well as for further study. 相似文献
14.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. 相似文献
15.
Alison Sewell Tracey-Lynne Cody Kama Weir Sally Hansen 《Asia-Pacific Journal of Teacher Education》2018,46(4):321-339
21st century initial teacher education [ITE] requires teachers and teacher educators to work together in the design and delivery of innovative learning experiences for student teachers. This study investigates a partnership that enabled the co-construction of one core course within a graduate ITE programme in New Zealand. Our partnership aimed to help student teachers to make links between theory taught at the university, and day-to-day practices in classroom settings. Using case study methodology, data were generated from participants in three primary/intermediate schools and one university to identify strategies that supported their collaborative process. Seven affordances were identified to facilitate this school-university collaboration, which enabled the development of a learning community wherein professional values and expertise were made visible, power was shared, and relational trust and respect grew. The findings offer insights for teacher educators and teachers seeking to open up a boundary space between universities and schools within which they might co-design and deliver an ITE course. 相似文献
16.
《Teaching and Teacher Education》2001,17(4):433-454
Teachers’ professional growth is far better documented within elementary professional development schools than it is within multi-site school partnerships at the secondary school level. This article fills an empirical gap by focusing on the professional development of 35 secondary school teachers and two professors within a school/university teacher education partnership focused on one content area. The University of Georgia Network for English Teachers and Students (UGA-NETS) is attached to a Research I institution and committed to on-going, discipline-based, collaborative inquiry and the education of 25 teacher candidates each year. Analysis of surveys, focus group and individual interviews, field notes, and documents across 5 years reveals that participants perceive 4 sites for their own professional development: individual school and university classrooms, school and university departments, the teacher network, and teacher education locally and beyond. The author also presents challenges to professional development within multi-site and secondary school partnerships including disturbing the status quo and the question of agendas, levels of buy-in, and diversity and equity. 相似文献
17.
John Hope 《Asia-Pacific Journal of Teacher Education》1999,27(3):183-191
In response to a serious shortage of primary teachers the New Zealand Government introduced competitive contracts for new and established providers to develop initial teacher education programmes which could be completed in a 12‐18 month timeframe. The University of Auckland reacted by developing a January to December post‐graduate programme taught in partnership with a consortium of primary schools. A mentor teacher from each of the selected primary schools was accredited at post‐graduate level to co‐ordinate and deliver the school‐based practicum component of the programme utilizing an associate teacher to host each student teacher. The programme was founded on a continuous placement model with student teachers attending one school per term for three days of each week, and university lectures for the other two days, throughout the year. Mentor teacher roles included in‐school seminars, assessment of the practicum component and assisting lecturers in planning and delivering university papers. Seven postulates which underpin the University of Auckland approach are advanced and the extent by which they can be generalized is discussed. 相似文献
18.
Ditza Maskit 《师资教育杂志》2015,41(3):285-306
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships. 相似文献
19.
20.
《学校用计算机》2013,30(4):191-204
Abstract This article describes a collaborative university-school district project for improving teaching and learning by using state-of-the-art educational technologies. The work resulted in the simultaneous improvement of P-12 education and teacher education. The article illustrates some of the important outcomes of a project known as Technology 2000, a collaborative effort between a university, a school district, and a business partner. Through using appropriate educational technologies, pre-service teachers, in cooperation with their supervising teachers in five classrooms at two school sites, engaged in the collaborative alignment of curriculum, instruction, and assessment to facilitate student achievement. The participants believe that the outcomes of this educational technology project have important implications for improving teaching and learning in other schools and teacher education settings. 相似文献