Examining Collaboration in Teacher Preparation and Clinical Practice

Autor/inn/en	Pellegrino, Anthony; Weiss, Margaret P.
Titel	Examining Collaboration in Teacher Preparation and Clinical Practice
Quelle	In: Action in Teacher Education, 39 (2017) 3, S.340-357 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2017.1282894
Schlagwörter	Teacher Collaboration; Student Diversity; Clinical Supervision (of Teachers); Team Teaching; Control Groups; Experimental Groups; Preservice Teacher Education; Preservice Teachers; Secondary School Curriculum; Social Studies; Internship Programs; Student Teaching; Teaching Skills; Interviews; Content Analysis; Context Effect; Definitions; Student Participation; Role Playing; Observation + Suchen Sie Ihr Suchwort? Lehrerkooperation; Teamteaching; Lehramtsstudiengang; Lehrerausbildung; Gemeinschaftskunde; Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Interviewing; Interviewtechnik; Inhaltsanalyse; Begriffsbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Rollenspiel; Beobachtung
Abstract	Collaboration among educators is a vital component for teachers' success working with diverse students. Teacher preparation programs, however, have not sufficiently included experiences in which teacher candidates can learn about professional collaboration in preparation for clinical and professional experiences. In this article, the authors describe the experiences from two pairs of teacher candidates--one pair who completed a cotaught teacher preparation course focused on collaboration, and the other pair who did not. The authors used interviews, observations, and content analysis of candidate artifacts to examine these experiences within the framework of symbolic interactionism. Findings suggest differences between these pairs of teacher candidates related to how they understood and managed collaborative situations. Implications for teacher preparation and clinical practice are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01