Joining Forces: A Collaborative Venture To Develop Exemplary Field Partnership School Sites.

Autor/inn/en	Cole, Donna J.; Ramey, Linda
Titel	Joining Forces: A Collaborative Venture To Develop Exemplary Field Partnership School Sites.
Quelle	(2000), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperating Teachers; Elementary Secondary Education; Faculty Development; Field Experience Programs; Higher Education; Inservice Teacher Education; Mentors; Partnerships in Education; Preservice Teacher Education; Student Teachers; Student Teaching; Urban Schools; Praxis Series + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper describes a recent collaboration between a public university teacher education preparation program, a large urban school district, and a neighboring suburban school district. It highlights the professional experiences of teacher education interns who entered the field from prior professions or training. Candidates were immersed in an intensive 15-month program. Candidates had to learn and show proficiency in Praxis III domains and criteria. This collaboration resulted in the creation of several partnership school sites, which allowed direct placement of pre-service teachers with selected in-service teachers. Classroom teachers participated in professional development on mentoring pre-service teachers and models of clinical supervision, including Pathwise/Praxis training. This joint venture, which included school-site interviews by a team of university and school partners, ensured higher quality field experiences by permitting flexibility and purposeful selection of placements. The paper presents preliminary findings and lessons learned along the way. Evidence indicates that this professional educator program proved dynamic and enriching for beginning practitioners. Interns highly valued all field internship work, and teachers believed the interns made major differences in their students' lives. Teachers were motivated to undertake extensive renewal activities. University faculty experienced the real world of day-to-day teaching. (Contains 12 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC