Search results for: Collaboration
Page 3/10 100 items
This article examines the three perspectives of employers, academics and employees during work based learning (WBL) programmes at undergraduate level. The participants mentioned several characteristics which could contribute to a successful partnership: trust, the exchange of cultural values, communication and collaboration.
Updated: Sep. 16, 2015
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015
In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.
Updated: Jul. 13, 2015
This article describes a study which examined the structuring of university–community research partnerships that facilitate theoretically grounded research while also generating findings that community partners find actionable. Through their focus on the evolution of this university–community collaboration, they show how researchers established their commitment to a mutually beneficial exchange. They also show how data-driven action emerged when community agencies assumed ownership and prioritized action throughout the research process.
Updated: Jul. 08, 2015
The purpose of this study was to explore how middle grades interns planned, conducted, and reflected upon their teaching practices as the result of conducting action research. The findings revealed that conducting action research engaged the participants in inquiry into their own practice. The interns realized that this process gave them the opportunity to question their existing personal beliefs and to reform their personal theories upon which change in practice could support effective student learning. Additionally, this process was a means to reflect upon and determine ways to change their teaching practices. These interns focused on the students and used assessments that would help them to learn how to assist all of their students, including those that were struggling. Finally, meaningful action research that involves critical examination requires a great deal of cooperation.
Updated: Mar. 04, 2015
From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form
The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision. Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.
Updated: Feb. 16, 2015
This study investigated the nature of relationships among student teachers, university supervisors, and cooperating teachers in one UAE teacher education program. The findings reveal that most student teachers preferred the collaborative approach to supervision. The cooperating teachers most often used collaborative supervision with student teachers. In contrast, the university supervisors used directive approach. Moreover, unlike cooperating teachers, university supervisors had negative opinions of the abilities of student teachers in this program.
Updated: Oct. 07, 2014
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
Updated: Sep. 22, 2014
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.
Updated: Jan. 19, 2014
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013