Improving Teacher Education through International Cooperation and Partnership.

Autor/inn/en	Carlson, Helen L.; Stenmalm-Sjoblom, Lena
Titel	Improving Teacher Education through International Cooperation and Partnership.
Quelle	(1992), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Comparative Education; Early Childhood Education; Educational Assessment; Foreign Countries; Higher Education; Inservice Teacher Education; International Programs; Partnerships in Education; Preservice Teacher Education; Student Exchange Programs; Teacher Exchange Programs; Undergraduate Study; Sweden; United States + Suchen Sie Ihr Suchwort? Projektforschung; Vergleichende Erziehungswissenschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; assessment; Bewertungssystem; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Schüleraustausch; Grundstudium; Schweden; USA
Abstract	The Early Childhood Teacher Education Program at Vaxjo University in Sweden and Early Childhood Studies Program at the University of Minnesota, Duluth, have established a three-part, collaborative, research-based international project to improve early childhood teacher education. One aspect of the program is a two-tiered student exchange. Undergraduate teacher education students attend classes at each other's university during the regular academic year, and graduate, in-service students attend intensive summer courses at each other's campuses during the summer. Another aspect of the project is an ongoing collaborative faculty research project. Survey and interview research students involving parents and practicing professionals have been completed and published in both countries. Findings indicate a more inner-directed, group-oriented approach to teacher education in Sweden, and a more outer-directed, individualistic approach in the United States. The final aspect of the project is a combination of student exchange and research. Advanced students who are currently teaching have become involved in action research where questions of mutual interest (e.g., parent involvement and integrated curricula) have been studied in each country and the results shared. Further, new models of practice have been implemented in each country through graduate research with an international component. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC