Search results for: Collaboration
Page 1/10 94 items
This research explores evidence-based teaching portfolios as authentic and continuous professional development involving cross-sectoral and cross-contextual teacher collaboration. Qualitative data analysed from teachers with experience teaching at post-primary, in a national teacher support service, in higher education and in teacher education are discussed. The original claim this paper makes is that many process and practice outcomes elicited during the process of portfolio development are useful for teachers working together across sectors, and therefore valuable for teachers and learners, along and across the education continuum. Key findings indicate that a cross-sectoral group can create knowledge, which is personalised and contextualised to each teacher’s teaching philosophy, yet informed by practitioners from different sectors. The merging of a research design through dual structuring of collaborative workshops with individualised mentoring and self-study inquiry enabled meaningful dialogue and reflection among the teachers’ from varied settings. Finally, the creation of a personalised and contextualised written teaching portfolio, afforded the teachers evidence of their own professional learning during and following the research process. This collective and individualised learning informed realisations and plans for relational and pedagogical change among the cross-sectoral group.
Updated: Aug. 05, 2020
During MOFET's study day “A Corner Stone: Building Education and Teacher Education Systems in Times of Crises and Change” that took place online on June 30, 2020, we addressed the following questions: (1) What common difficulties did we face? (2) What solutions were found? (3) What sustainable changes can we make, in order to work better even in routine days? (e.g. hybrid instruction, multicultural Collaboration, reflection and professional judgment) Lecturers from England, Ireland, USA, Hong Kong, Portugal, Finland, and of course, from Israel, participated in this day of collaborative learning. They spoke about their lessons, learned as teachers, teacher educators, administrators, education ministry officials and third sector members.
Updated: Jul. 14, 2020
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.
Updated: Jun. 29, 2020
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Updated: Nov. 17, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. it exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Updated: Jul. 05, 2018
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Updated: Feb. 07, 2018
In this article, the author focuses on recognizing humor as a powerful resource for newcomers in social settings like museums. The author discusses humor as a tool families use to help themselves feel more comfortable in museums, but also to help merge their everyday agendas with those of the museum. She used exemplars of family humor come from two different research studies conducted in different institutions. The author demonstrates that the humor seen functioned as a way to involve others, to ease the tension of not knowing a new setting, language, practice, or content, as well as to help shift authority from mediator to parent, or from parent to child.
Updated: Feb. 06, 2018
Impact of a Statewide Early Childhood Curriculum Enhancement Initiative on Community College Faculty and Paraprofessional Students
In this article, the authors describe the development and implementation of a collaborative initiative between a major urban research university and a state’s community college system and member institutions to enhance the preparation of paraprofessionals to work with young children with disabilities and their families. The authors report on gains in knowledge and confidence experienced by both faculty and paraprofessional students, and we identify programmatic practices that support adoption, fidelity of implementation, and sustainability of curricular innovations.
Updated: Jun. 11, 2017
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Updated: May. 14, 2017