Literaturnachweis - Detailanzeige
| Autor/inn/en | Guise, Megan; Habib, Mireille; Robbins, Amy; Hegg, Sarah; Hoellwarth, Chance; Stauch, Nancy |
|---|---|
| Titel | Preconditions for Success and Barriers to Implementation: The Importance of Collaborative and Reflective Dispositions to Foster Professional Growth during a Coteaching Clinical Experience |
| Quelle | In: Teacher Education Quarterly, 43 (2016) 4, S.55-75 (21 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Success; Barriers; Teacher Education; Teacher Education Programs; Case Studies; Program Implementation; Clinical Experience; Professional Development; Team Teaching; Preservice Teachers; Semi Structured Interviews; Qualitative Research; Observation; Statistical Analysis |
| Abstract | Drawing on the work of Badiali and Titus (2010) and Bacharach, Heck, and Dahlberg (2010), we define coteaching as the following: both cooperating teacher and teacher candidate are engaged in student learning at all times through daily coplanning, coinstructing, and coassessing. We argue that collaborative planning (e.g., sharing ideas, developing instructional materials for feedback, sharing resources), instructing (i.e., the development of specific roles using a coinstructional strategy), and assessing (collaborative evaluation, grading, and reflection on both formative and summative assessments) are the keys to successful coteaching. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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