Empowering Innovations: Adding Value to University-School Partnerships

Autor/inn/en	Nugent, Peg; Faucette, Nell
Titel	Empowering Innovations: Adding Value to University-School Partnerships
Quelle	In: College Student Journal, 47 (2013) 4, S.567-577 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	College School Cooperation; Partnerships in Education; Beginning Teachers; Beginning Teacher Induction; Internship Programs; College Faculty; Physical Education Teachers; Program Effectiveness; Mentors; Teacher Competencies; Teacher Attitudes; Teacher Burnout; Qualitative Research; Constructivism (Learning); Teacher Effectiveness; Skill Development; Interviews; Observation; Teacher Surveys + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Junior teacher; Junglehrer; Berufspraktische Ausbildung; Fakultät; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrkunst; Lehrerverhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Interviewing; Interviewtechnik; Beobachtung
Abstract	This article discusses results from a study on beginning teachers who developed university interns as a focus of their induction program at their schools. For 13-weeks, four novice physical educators (who were considered highly skilled pedagogically) received support from prior university faculty as interns worked with them twice weekly. Results showed that they effectively developed interns while feeling renewed themselves. Interactions with interns and university mentors reignited their commitments to best practices and recently learned pedagogical values. Most took steps toward professional advancement and all received positive responses from colleagues. Researchers' concerns of burnout from overload did not occur. Instead, the novices deeply regretted losing interns when the program ended. Since this research identified similar positive impacts on participants in a prior study, perhaps future research could examine the efficacy of this approach in other content areas. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10