Search results for: University school collaboration
Page 1/7 64 items
A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, the authors found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.
Updated: Sep. 12, 2019
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018
In this article, the authors used ecological perspective to prepare preservice teachers to be attentive and responsive to their students. The authors want to prepare teachers to perceive their students as complex beings who navigate in different contexts such as home, school and community. The authors conclude that the Teaching and Learning Together project at Bryn Mawr and Haverford Colleges provides structures, scaffolding, and support to build awareness among prospective teachers. Such support allows preservice teachers to acknowledge the complexity of the educational process and prepare themselves to be teachers who will embrace, and structure opportunities for their own students.
Updated: Nov. 05, 2017
Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
This study explores how the teacher and the researcher constructed a relationship as they worked together to implement mathematical modeling tasks to use in the teacher's classroom. The authors described the roles and relationships between the teacher and the researcher. The authors conclude that the present study emphasizes a teacher’s active involvement in the research-teaching process.
Updated: Oct. 31, 2017
This article uses critical autoethnographic self-study methodology to examine teacher educators' dispositions toward their students. Findings illustrate the powerful positions and judgmental stances teacher educators held as they navigated their teaching as well as a need for teacher educators to devote time to deliberate critical self-study of their own dispositions.
Updated: Nov. 09, 2016
This article examines the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The authors argue that this project is an example of evidence-based practice, which identified that it is the creation of the evidence which is important and the shared professional involvement with compelling outcomes for pupils which develops teachers as thinkers, not simply technicians. The experience of reflection and discussion about a shared topic has the potential to develop pedagogical thinking and a profound concern for the results and impact of research.
Updated: Nov. 06, 2016
In this study, the authors examined mentors working with at-risk youth in a school-based mentoring program. The authors examined changes in mentor perceptions, motives, and efficacy. The findings reveal that mentors were highly motivated to gain experience. Mentors were less motivated to gain recognition and increase creativity. In addition to motives, the authors considered mentors’ expectations about the relationship. They found that mentors’ initial expectations were not related to mentor satisfaction with the experience, perceived costs or benefits, and time spent mentoring.
Updated: Oct. 25, 2016
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Updated: Sep. 20, 2016
This study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can promote student achievement and engagement within the secondary English curriculum.
Updated: Jun. 06, 2016
Veteran Teachers Mentoring in Training: Negotiating Issues of Power, Vulnerability and Professional Development
This article aims to examine the ways in which a school–university mentorship programme promotes a range of growth experiences, both negative and positive, for the participating mentor teachers. The findings reveal that mentors saw their mentoring experience as a positive one leading to personal and professional growth and giving them a feeling of accomplishment through witnessing the benefits student teachers were drawing from the experience. The findings also indicate that the mentors experienced direct learning from their observations of the student teachers, thus breaking away from a novel/ expert unidirectional definition of mentoring. Moreover, the analysis shows that mentoring can be an effective way to renew the professionalisation of teaching by allowing mentors to recognise what they have to offer as veteran teachers, and so reaffirms the meaningful role they play in the formation of new teachers in Hawai‘i.
Updated: Jan. 12, 2016