Search results for: Teacher collaboration
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This paper focuses on the development of the Collaboration Self-Assessment Tool (CSAT). The identification and practice of specific collaboration skills needed in a student teaching experience are emphasized. . The paper uses a case-study approach to describe how the tool can be used to enhance collaboration between a cooperating teacher and a teacher candidate.
Updated: Apr. 01, 2009
Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach
This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers is a computer-supported collaborative learning (CSCL) environment. Such an environment emphasizes collaboration among learners for the coconstruction of knowledge. The goal of this case study is to gain insights into how negotiation and coconstruction of knowledge occurs among participating teachers during their participation in a knowledge-building community.
Updated: Mar. 16, 2009
I'M Prepared for Anything Now”: Student Teacher and Cooperating Teacher Interaction as A Critical Factor in Determining the Preparation of “Quality” Elementary Reading Teachers
This study is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. Through a theoretical lens of imitation, guidance, and scaffolding based on Granott's (1993) work, the authors analyzed interview transcripts to identify perceptions of behavior patterns between the student teachers and cooperating teachers.
Updated: Mar. 12, 2009
In this study, the authors found that as new early childhood teachers enter schools, they interact with teacher aides and parents daily. However, the new teachers do not feel prepared for negotiating these professional adult relationships. These underlying tensions then affect children's development and learning. To address such situations, the authors propose the use of Boal's forum theatre (Boal, 1979) as a performative critical model for early childhood teacher education and support the advantages it offers for exploring issues facing early childhood teachers that may not be commonly addressed in teacher education classrooms.
Updated: Feb. 11, 2009
Co-Teaching at the Pre-Service Level-Special Education Majors Collaborate with English Education Majors
General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in special education and the other in English education, to have their students participate in a collaborative and consultative relationship with each other at the pre-service level.
Updated: Dec. 29, 2008
Developing Collaboration Skills in Pre-service Teachers: A Partnership Between General and Special Education
Today's general and special educators must develop skills as collaborative educators to educate children with disabilities. This article explores this collaborative relationship, discusses implications for change in teacher preparation, and describes one teacher education seminar designed to provide prospective general and special educators with opportunities to practice essential skills of collaboration.
Updated: Jul. 20, 2008
Following the results of the Programme for International Student Assessment for Germany, the Federal Ministry of Education and Research founded the capital investment program ‘Future Education and Care’ as a federal measure to support the expansion of all-day schooling in Germany. During this process it became obvious that learning and teaching in all-day schools had to take place within new time structures.
Updated: Jun. 12, 2008