Literaturnachweis - Detailanzeige
Autor/inn/en | Elton-Chalcraft, Sally; Copping, Adrian; Mills, Kären; Todd, Ian |
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Titel | Developing Research-Informed Practice in Initial Teacher Education through School-University Partnering |
Quelle | In: Professional Development in Education, 46 (2020) 1, S.5-20 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1941-5257 |
DOI | 10.1080/19415257.2018.1550100 |
Schlagwörter | College School Cooperation; Partnerships in Education; Preservice Teacher Education; Student Teachers; Creativity; Student Placement; Educational Environment; Case Studies; Lesson Plans; Risk; Teaching Methods; Professional Autonomy; Self Efficacy; Program Descriptions; Foreign Countries; Learning Processes; Student Teacher Attitudes; Student Motivation; Theory Practice Relationship; Masters Programs; Elementary School Teachers; United Kingdom (England) Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kreativität; Schülerpraktikum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Lesson planning; Unterrichtsplanung; Risiko; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfreiheit; Self-efficacy; Selbstwirksamkeit; Ausland; Learning process; Lernprozess; Schulische Motivation; Theorie-Praxis-Beziehung; Magister course; Magisterstudiengang; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende |
Abstract | There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a 10 year period, how student teachers in an English University on a one year course, draw on theoretical models, introduced in university sessions, when planning for a 'creative week' placement in schools. Working within an interpretivist paradigm drawing on data from 52 student teachers, 10 teachers and 50 children this case study explored a model of teacher education provision. Findings illuminated factors that inhibited student teachers from planning engaging lessons, which challenged their learners, including poor relationships between stakeholders, misunderstandings of the purpose of the placement and under developed knowledge and understandings of how to successfully draw on theoretical models to enhance learning, together with the challenges of limited time during a one year course. Findings also uncovered the extent to which student teachers were 'allowed' by some teachers, but not by others, to take risks in their practice, and the impact this has on student teachers' sense of autonomy and confidence. Implications of the research demonstrate how findings can impact on ITE course design and partnering models between University and schools. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |