Search results for: Collaboration
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The authors consider what a concern for social justice in terms of social inclusion might mean for teacher education. The authors refer to both practising and prospective teachers, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school.
Updated: Jul. 08, 2009
Distributed Collaborative Research Model: Meaningful and Responsive Inquiry in Technology and Teacher Education
This article investigates lessons learned from past distant collaborations. It details the present development of the Distributed Collaborative Research Model (DCRM) and invites colleagues in technology and teacher education to collaborate to demonstrate sound educational research in our field.
Updated: Jun. 25, 2009
This qualitative study explored aspects of the inclusive program in an elementary school in a rural section of the upper Midwest of the United States. The paper describes a university and elementary school research partnership to study collaboration among the general education teachers and the special education staff (teachers and assistants) in the inclusive elementary school.
Updated: Jun. 17, 2009
The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education. This cooperation demonstrates a cohesive preservice teacher education program across two departments within one university. The paper presents an historical overview of the development of this collaborative program. It also describes the logistics of operating an interdisciplinary program at the administrative level.
Updated: Jun. 11, 2009
Teacher Efficacy of Pre-Service Teachers in Taiwan: The Influence of Classroom Teaching and Group Discussions
This preliminary study is based on the collaboration between a teacher training program and an elementary school. The purpose of this study is to investigate the effect that exposure to various sources of teacher efficacy has on pre-service teachers in Taiwan. The results of this study show some influences of classroom experience and group discussions on the teaching efficacy of this group of pre-service teachers. Pre-service teachers demonstrated a higher level of PTE after the classroom experience and group discussions.
Updated: Jan. 15, 2009
“It Enables Me to Realise My Fantasies Regarding The Practicum”: A Preliminary Study of An Academia–School Partnership in Israel
This article presents an exploratory study of a 10-year-old partnership between a special education department at a Teacher Training College in Israel and a special school for children with developmental disabilities. The partnership is analysed utilising criteria that characterise successful Professional Development Schools. Strengths and weaknesses of the model are discussed and recommendations for future directions and research are presented.
Updated: Jan. 12, 2009
The Use of Google Page Creator to Develop E-Portfolios in a Teacher Education Program: An Example from Portugal
In this paper, still in progress, the authors present how Web 2.0 tools can be successfully used for promoting collaboration and technological skills in teacher education programs. The experience involved the use of Web 2.0 tools – Googlepages and GoogleDocs – to build an e-portfolio for group work and assessment.
Updated: Jan. 05, 2009
This article presents research that was conducted at the Autism Institute in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization. One of the most important features of this organization regarding teacher training was found to be the positive relationships between upper level staff, including instructional leaders, and newer classroom teachers.
Updated: Dec. 23, 2008
A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities
In this research, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. The research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle. The findings inform the support of teachers undertaking collaborative inquiry for professional growth.
Updated: Dec. 17, 2008
This article reports a self-study conducted during the author's four-year tenure as head of the elementary school department within a college of education. During that period, she explored her developing understanding of the role of relationships in the processes of her professional and personal growth. The author describes the three cycles of action that comprise the process of change she instigated in the department. She also describes the three phases she identified retrospectively.
Updated: Dec. 14, 2008