Search results for: Collaboration
Page 5/10 100 items
Features and Strategies of Supervisor Professional Community as a Means of Improving the Supervision of Preservice Teachers
This study addresses the problem of professional development for teacher education supervisors. It explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs.
Updated: Jun. 27, 2012
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Updated: Oct. 27, 2011
Educational Collaboration across Borders: The Preparation of the Transforming Teacher Education. Redefined Professionals for 21st Century Schools Report
This article provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools. This paper traces the rationale for the International Alliance of Leading Education Institutes (IA), identification of institutional members, and the intended goals and objectives of the IA. The article also identifies the challenges of consolidating the vast amount of information across different contexts, languages and cultures, Finally, the key assertions in the IA report, including implications for coverage of initial teacher education, induction and professional development, and successful school, university and community partnerships, are highlighted.
Updated: Jun. 13, 2011
This study focuses on seven mentor teachers who have mentored one-three years in peer placements to provide a textured understanding of their perceptions and experiences. Results indicate: (a) peer collaboration provides important pedagogical scaffolding that helps student teachers plan and implement complex pedagogies; and (b) peer-mentor observation helps student teachers feel more efficacious about their developing practice.
Updated: Jun. 13, 2011
This article describes a collaborative research journey undertaken at the University of Edinburgh. The researchers who undertook the journey were a group of nine teacher educators. The researchers' purpose was to find a research identity in a university department with a strong commitment to training of student teachers but which existed within a university that has a strong reputation for research. The authors used a self-study methodology that focused on their individual experiences. The findings from this self-study reveal that , all the reseachers discovered a new collegiality. The authors also discovered , the tension between an identity as educator with a sense of responsibility to students and that of a researcher.
Updated: Jan. 30, 2011
Knowledge Construction and Personal Relationship: Insights About a UK University Mentoring and Coaching Service
The current article explores a mentoring and coaching service among UK university staff. For this purpose, the author interviewed 12 mentors/coaches and eight of their clients. The author examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. The author concludes by considering implications from the findings about mentoring and coaching.
Updated: Jan. 02, 2011
In this study, the authors sought to understand (a) how their six preservice teachers, who paired together in a pre-student teaching placement, experience and perceive the value of collaboration with a peer and cooperating teacher and (b) what facilitates or inhibits collaboration. Results from two successful and one less than successful placement indicate that mutuality, scaffolding, and the appropriation of skills and resources facilitate productive collaboration and promote professional learning. Recommendations are provided to guide the implementation or refinement of partner placements.
Updated: Nov. 14, 2010
The purpose of this study is to analyze discursively how the relationship between educational institutions and workplaces materializes in the position of a vocational teacher. The author focuses particularly on the requirement of vocational teachers to work in close collaboration with industry and workplaces, and to serve economic interests. The pedagogical responsibility for what happens to students at work remains with vocational teachers; however, the success of educational programs depends on the willingness of employees to offer learning opportunities to students, and to guide and evaluate student learning according to the rules set by the educational curricula.
Updated: Oct. 29, 2010
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010
The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research
This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976. Cultural-historical activity theory is used as an analytical framework: key concepts are succinctly summarised and then used to identify and explore CARN's agency in developing educational action research. The article focuses on key themes of CARN's activity, such as developing teachers' knowledge as an engine of school reform, establishing an action research literature and supporting the challenging processes of collaboration. The article explores some of the disruptions and contradictions in CARN over the years. The article concludes with an agenda for future development.
Updated: Jun. 23, 2010