Search results for: Partnerships in education
Page 8/9 87 items
In this paper, the authors present their efforts in creating a collaborative class for preservice English teachers and school counselor interns. The authors focus on the university preparation of both groups, specifically on the preparation at the authors’ university, a large research institution in the Midwestern United States. The authors provide examples of both groups’ interaction and feedback from the students.
Updated: Oct. 12, 2010
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
This study evaluated the impact of a specific program on the training of preservice teachers.The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.
Updated: Aug. 17, 2010
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Updated: Aug. 15, 2010
Current models of initial teacher training (ITT) in England include substantial elements of school-based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. This article focuses on a small-scale research project in which mentor and trainee dialogue is examined. Activity theory analysis was chosen as the methodological framework to be used to identify actions and changes in the organisation of teacher-education partnerships which sought to increase focus on pedagogical content knowledge as part of day-to-day reflection on trainees’ development in the school.
Updated: Jul. 25, 2010
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
In this article, the author discusses the disconnect between the campus and school-based components of programs. The article examines a variety of work currently going on across USA in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise.
Updated: Apr. 27, 2010
This article discusses research on a Partner Classroom pilot program that was implemented to provide high quality, targeted field experiences in a senior-level elementary literacy methods course. The authors documented Partner Classroom experiences for two sections of a literacy methods course across two different semesters. The authors investigated the following research question: What did teacher candidates notice and value, and how did they make sense of one Partner Classroom visit each semester? Findings indicate candidates valued seeing a “real” teacher in action to help course concepts and theories come alive.
Updated: Jan. 31, 2010
This research explored student and beginning teachers' experiences of teacher education in Northern Ireland. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction.
Updated: Dec. 16, 2009
Voices Less Silenced: What Do Veteran Teachers Value in School–University Partnerships and Initial Teacher Preparation?
The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS) partnership. Furthermore, it describes how they participate in initial teacher preparation program reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth. Evidence from this study demonstrated significant findings about what veteran teachers valued in initial teacher preparation in this particular case: character, structure, and multiple forms of collaboration.
Updated: Oct. 26, 2009
This qualitative study explored aspects of the inclusive program in an elementary school in a rural section of the upper Midwest of the United States. The paper describes a university and elementary school research partnership to study collaboration among the general education teachers and the special education staff (teachers and assistants) in the inclusive elementary school.
Updated: Jun. 17, 2009
Teachers' Experiences of Mentoring on A Flexible Initial Teacher Education Program: Implications for Partnership Development
The paper explores school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) program via a flexible learning route. The paper concludes by highlighting some implications for the role of the mentor on a flexible ITE program. It also highlights future evolution of the partnership between Goldsmiths College, University of London and the schools.
Updated: Apr. 30, 2009