Including Multiple Voices in Collaboratively Designing a Teacher Education Program

Autor/inn/en	Konecki, Loretta R.; Sturdivant, Robika L.; King, Caryn M.; Melin, Jacquelyn A.; Lancaster, Paula E.
Titel	Including Multiple Voices in Collaboratively Designing a Teacher Education Program
Quelle	In: Action in Teacher Education, 34 (2012) 5-6, S.526-540 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.729482
Schlagwörter	Partnerships in Education; Teacher Education Programs; Program Development; STEM Education; Program Implementation; Instructional Design; Instructional Development; Program Descriptions; Clinical Supervision (of Teachers); Teacher Collaboration; Cooperative Programs; Teamwork; Program Design; Formative Evaluation; Group Dynamics; Organizational Theories; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Programmplanung; STEM; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Programme design; Programmaufbau; Gruppendynamik; Organisationstheorie
Abstract	This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development team included 13 public school educators drawn from three partner districts, seven educators from the college of education, six representatives from STEM disciplines within the college of liberal arts and sciences, the engineering dean, along with foundation and state department of education observers. Throughout the intense program development process, the diverse team members challenged assumptions and traditions as they considered options and gained consensus on the design of the program. Participants reported that they valued the collaborative nature of the processes and the respect given to all team members. The program itself is still in the implementation phase, thus, its efficacy remains unclear although initial indicators suggest that it has promise. (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