Search results for: Collaboration
Page 9/11 101 items
This article explores the ways in which technology connects preservice teachers, school personnel, and university faculty members. Implications for teacher education are also examined, and recommendations are offered in four areas of teacher education: technological literacy, strength of the theory-practice connection, practice-centered training, and reflection into the scholarship and practice of teaching.
Updated: Mar. 27, 2008
A study conducted to examine how teaching experience and teachers' perceptions of school environment influence collaboration between teachers. The study consisted of questionnaires collected from 118 elementary schools teachers from six schools. Three schools were implementing a responsive classroom (RC) approach and three schools were used for comparison. Teachers in the RC group reported more frequent collaboration. In addition, teachers valued collaboration to a higher degree, and perceived greater involvement in the decision-making processes at school.
Updated: Mar. 14, 2008
Teacher collaboration is regarded as an excellent method of giving teachers an opportunity to work and learn together. The article describes a study into the relationship between teachers' conversation and collaboration outside the classroom and their actual teaching. The study involves three teachers, and case studies of each teacher described observations, and interviews describing their participation in the after-school meetings. Findings show that although each teacher brought teaching successes and challenges to the group, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have.
Updated: Mar. 11, 2008
Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how
The article describes research into the role of collaborations and partnerships between universities and schools. It encompasses 12 years studies into school-university collaborative. The study documented interviews, case studies and project reports, and concluded that the model of the exchanges between partners is fruitful in unraveling the relationship between theory and practice in the pursuit of knowledge about teaching and learning.
Updated: Mar. 04, 2008
The Role of Socially Constructed Shared Knowledge in Learning to Teach: Collaboration and Reflection in a Computer-Mediated Environment
This research examined the role of computer-mediated communication (CMC) in a partnership that was formed between an educational psychology course for preservice teachers, eight professors from the university's teacher education program, and eight practicing teachers from diverse public schools from across two states. Participants communicated via chat rooms and threaded discussion lists. The use of computer-mediated communication as a viable means of supporting collaboration and reflection in teacher education is described.
Updated: Mar. 02, 2008
A proposal of a framework for what makes a science teacher educator is provided, so that a community of practice can be developed. The author describes the participants, partners and science teacher educators and how each can contribute to the community's success. The proposal offers two goals for structuring the community of practice. The first is an understanding of knowledge in practice, and the second is what we need others to understand about all the participants' professional competence.
Updated: Feb. 19, 2008
Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress
“How are science teachers implementing standards-based instruction while participating in effective professional development experiences?” Findings indicate that even with effective professional development, teachers implement standards-based instructional practices at varying levels, due to teacher beliefs, impact of beliefs and support from administrators on professional development.
Updated: Feb. 19, 2008
Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing.
Early in her life, Nancy King discovered that stories are rich sources of wisdom, imagination, creativity, and comfort. In this essay, King describes her personal experiences developing and using the collaborative storymaking process with young people and adults in various school settings. The author states that collaborative storymaking establishes opportunities for students to create stories from stories, using imagemaking and abstract prompts. She maintains that the iterative process expands and improves students’ oral and written expression.
Updated: Feb. 17, 2008
Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
A study was conducted to examine factors that influence teachers' technology integration, as they create technology-enhanced materials. Although all teachers received onsite peer mentoring, results of the study indicate that teachers who succeeded in designing technology-based materials interacted differently from their peers. Those teachers assumed greater ownership in learning and interacted frequently to obtain support and advance their development. Peer mentoring also influenced both the interaction among peers and quality of teacher growth in the community.
Updated: Feb. 12, 2008
A study of 542 Slovene teachers examined grammar and elementary school teachers' perceptions of cooperating learning and how they assess the value of group learning in comparison to individual learning. Findings indicate that elementary school teachers place greater importance on group learning than grammar school teachers. In addition, when grouped according to seniority, teachers expressed differences in their assessment methods of group learning.
Updated: Feb. 05, 2008