Cross-Institutional Collaboration: (Co)Constructing Knowledge about Teaching and Learning in the Middle-Level Classroom

Autor/inn/en	Howell, Penny B.; Rintamaa, Margaret; Faulkner, Shawn; DiCicco, Mike
Titel	Cross-Institutional Collaboration: (Co)Constructing Knowledge about Teaching and Learning in the Middle-Level Classroom
Quelle	In: Teacher Educator, 54 (2019) 2, S.91-104 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2018.1517850
Schlagwörter	Teacher Collaboration; Teacher Educators; Preservice Teachers; Virtual Classrooms; Synchronous Communication; Scaffolding (Teaching Technique); Early Adolescents; Instructional Effectiveness; Geographic Regions; Technology Integration; Teacher Attitudes; Middle School Teachers; Educational Cooperation; Videoconferencing; Urban Schools; Public Schools; Internet; Classroom Techniques; Observational Learning; Kentucky + Suchen Sie Ihr Suchwort? Lehrerkooperation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; cooperation; Kooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Klassenführung; Imitationslernen
Abstract	Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner's notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01