Search results for: Teacher collaboration
Page 7/12 117 items
This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation. The study followed three triads: student teacher, mentor, school-based teacher educator. The study also examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions.
Updated: Nov. 28, 2012
Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education
The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs of teacher education. The goal of this article is to provide a conceptual framework to simultaneously make sense of and problematize the landscape of collaborative teacher education, based on a classification system of program models.
Updated: Sep. 27, 2012
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012
The current study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group.
Updated: Aug. 22, 2012
In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Updated: Jul. 30, 2012
The current study examined how teacher characteristics and classroom characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy.
Updated: Jun. 27, 2012
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012
This paper is part of an ethnographic study aiming to examine teacher collaboration in a primary school. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management.
Updated: Mar. 14, 2012
In this article, the author investigates how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. The author concludes that teacher certification programs should implement the standards and assessments their districts provide them. Furthermore, certification programs should seek to establish opportunities for teacher research with experienced teacher mentors, administrators, and academics.
Updated: Mar. 07, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012