SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

Autor/inn/en	Seezink, Audrey; Poell, Rob; Kirschner, Paul
Titel	SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
Quelle	In: European Journal of Teacher Education, 33 (2010) 3, S.229-243 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Student Teachers; Educational Principles; Educational Innovation; Interviews; Vocational Education; Teacher Educators; Teaching Methods; Preservice Teacher Education; Communities of Practice; Foreign Countries; Case Studies; Organizational Development; Professional Development; Outcomes of Education; Instructional Effectiveness; Secondary School Teachers; College School Cooperation; Vocational Education Teachers; Teacher Developed Materials; Educational Change; Program Descriptions; Change Strategies; Grounded Theory; Educational Policy; Competency Based Education; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungsprinzip; Instructional innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Ausbildung; Berufsbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Community; Ausland; Case study; Fallstudie; Case Study; Organisationsentwicklung; Lernleistung; Schulerfolg; Unterrichtserfolg; Ausbilder; Bildungsreform; Lösungsstrategie; Politics of education; Bildungspolitik; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Niederlande
Abstract	This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates "S"chooling of teachers, "O"rganisational development of schools, "A"ction- and development-oriented research, and "P"rofessional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi-structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participants' individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10