The Faculty Research Residency: A Model for Supporting Teacher Education Curriculum Renewal

Autor/inn/en	Salmon, Diane; Gardiner, Wendy
Titel	The Faculty Research Residency: A Model for Supporting Teacher Education Curriculum Renewal
Quelle	In: Action in Teacher Education, 38 (2016) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1118415
Schlagwörter	College Faculty; Teacher Education; Communities of Practice; Models; Partnerships in Education; Disadvantaged Schools; Faculty Development; College School Cooperation; Educational Practices; Alignment (Education); Educational Research; Residential Programs; Theory Practice Relationship; Educational Change; Surveys; Interviews; Knowledge Level; Seminars; Teacher Researchers; Accountability; Elementary Secondary Education; Teacher Collaboration; Interdisciplinary Approach; Curriculum Development; Mixed Methods Research; Illinois + Suchen Sie Ihr Suchwort? Fakultät; Lehrerausbildung; Lehrerbildung; Community; Analogiemodell; Hochschulpartnerschaft; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Sozialer Wohnungsbau; Theorie-Praxis-Beziehung; Bildungsreform; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Wissensbasis; Seminar; Lehrerforschung; Verantwortung; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01