Observed Teaching Practices Interpreted from the Perspective of School-Based Teacher Educators

Autor/inn/en	Uibu, Krista; Salo, Age; Ugaste, Aino; Rasku-Puttonen, Helena
Titel	Observed Teaching Practices Interpreted from the Perspective of School-Based Teacher Educators
Quelle	In: European Journal of Teacher Education, 46 (2023) 2, S.203-221 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uibu, Krista) ORCID (Salo, Age) ORCID (Ugaste, Aino) ORCID (Rasku-Puttonen, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1900110
Schlagwörter	Teaching Methods; Teacher Educators; Observation; Supervision; Student Teacher Supervisors; Student Teachers; Student Teacher Evaluation; Video Technology; Recall (Psychology); Interviews; Cognitive Development; Social Development; Teacher Competencies; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Beobachtung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Abberufung; Interviewing; Interviewtechnik; Kognitive Entwicklung; Soziale Entwicklung; Lehrkunst; Ausland; Estland
Abstract	A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils' cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities' innovation schools. Teaching practices were examined using observation and video-stimulated recall interviews. The school-based teacher educators widely used and described in detail individual teaching practices that supported pupils' cognitive development. However, observations indicated a more limited use of collaborative teaching practices that promote pupils' social and cognitive development. Setting a good example of teaching gives school-based teacher educators the opportunity to develop both student teachers' and their own teaching competence. (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	2024/1/01