Establishing a Research/Training Partnership to Facilitate the Professional Integration of Novice Teachers and Help them Become Reflective Practitioners.

Autor/inn/en	Beckers, Jacqueline; Simons, Germain
Titel	Establishing a Research/Training Partnership to Facilitate the Professional Integration of Novice Teachers and Help them Become Reflective Practitioners.
Quelle	Aus: Day, Christopher W. (Hrsg.): Educational research in Europe. Yearbook 2000. Leuven: Garant (2000) S. 125-137Verfügbarkeit
Beigaben	Literaturangaben 25; Tabellen 2
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Methodologie; Schule; Sekundarbereich; Junglehrer; Experiment; Europäische Dimension; Berufslaufbahn; Ausbildungsprogramm; Effizienz; Integration; EERA (European Educational Research Association); Belgien
Abstract	Recent studies about how the school context influences the teacher efficacy show that the sense of community, the opportunity for collaboration with other adults, for mutual observation are reliable indicators of the teacher's level of efficacy. The effect of collective efficacy may be especially important for novice teachers as they are socialized into the teaching profession. The research / training program analysed in this paper aims at developing, through a cross- partnership network, a positive form of self-esteem and "teacher efficacy" in the double sense of Rotter's internal locus of control and of Bandura's perceived self-efficacy. One of the characteristics of the methodological approach of this research / training-program is that the teachers involved in the process became in turn scriptwriters (creating the experimental didactic sequences) actors (playing the script in their own class) the audience (observing their colleagues teaching, taking notes and filming) and critics (assessing the process and the results of the didactic sequences to improve it). In that way, teachers were encouraged to confront their perceptions of their efficacy as teachers with their partners' observations and with video extracts of their lessons. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)