Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
This article was published in Teaching and Teacher Education, Vol 26, Issue 4, Author(s): Sébastien Chaliès, Françoise Bruno-Méard, Jacques Méard and Stéfano Bertone, “Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers”, Pages 767-774, Copyright Elsevier (May 2010).
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.
Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996)), 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.
Furthermore, the article proposes ideas for articulating the training work of university supervisors and cooperating teachers.
Reference
G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). Remarques philosophiques [Philosophical Investigations]. Oxford: Blackwell.