Search results for: Partnerships in education
Page 9/9 85 items
Developing and Sustaining Open Communication in Action Research Initiatives: A Response to Kemmis (2006)
This article explores the implications of Stephen Kemmis' call for open communication, with reference to results from one study conducted within New Zealand that investigated teachers' action research work from multiple and culturally diverse perspectives. Data analysis from this study revealed a number of barriers to maintaining critical, public dialogue and collective inquiry.
Updated: Oct. 05, 2008
Experiencing and Evidencing Learning Through Self-study: New Ways of Working with Mentors and Trainees in a Training School Partnership
The study uses self-study to analyze the development of a mentoring program, during initial teacher mentoring, in a training-school or university partnership. It focuses on the ontological values of the co-authors as they collaborate. The authors use a video to record teaching, and assist mentors and teachers foster the help necessary to improve the relations between the teachers and the mentors.
Updated: Jun. 11, 2008
The study involved collective knowledge generation between school-university partnerships, as university tutors, mentor teachers engaged in a new mediating lesson plan study. The study showed resolving contradictions in the school- university zone, and helped student-teachers learned to teach from all educators.
Updated: Jun. 10, 2008
The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK. The project involves collaboration between two universities and four further education (FE) colleges. The intention is to investigate students' everyday literacy practices and explore ways of mobilizing these to enhance their learning on college courses.
Updated: Feb. 11, 2008
Autonomy or control: discussion of a central dilemma in developing a realistic teacher education in Norway
The article describes the introduction of a collaborative partnership model in initial teacher education at the Norwegian University of Science and Technology. The model has led the way for professional training closely related to the field of practice and meets the need for 'hands-on' oriented teacher education program. The author suggests that educational theory should precede autonomy in the teaching profession, and that only after acquiring educational theory should students be exposed to other teacher education fundamental issues such as control, an important element of the school system.
Updated: Dec. 18, 2007