Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership

Autor/inn/en	Vandyck, Inne; de Graaff, Rick; Pilot, Albert; Beishuizen, Jos
Titel	Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership
Quelle	In: Learning Environments Research, 15 (2012) 3, S.299-318 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-012-9118-2
Schlagwörter	Observation; Student Teachers; Teacher Educators; Teamwork; Stakeholders; Cooperative Learning; College School Cooperation; Partnerships in Education; Language Teachers; Second Language Instruction; Communities of Practice; Teacher Collaboration; Design; Models; Educational Environment; Educational Strategies; Teacher Education + Suchen Sie Ihr Suchwort? Beobachtung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kooperatives Lernen; Hochschulpartnerschaft; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Community; Lehrerkooperation; Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie
Abstract	School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student teachers and representatives of the university faculty. This study focused on the collaboration process of a team of modern language teachers who work and learn together in a teacher community. The aim of this study was to investigate how to design a learning environment that stimulates community development in these teams, applying the cooperative learning model of Johnson and Johnson in Learning together and alone: cooperative, competitive, and individualistic learning. Allyn and Bacon, Boston, (1999). Based on this model, design principles were developed to stimulate community development in this group. Community development was measured through observations of the meetings of the group, using the community model of Admiraal, Lockhorst and van der Pol described in this issue. The five principles found relevant in this SUP team were profiling the group as an identity, equivalent cooperation, rotating the chairperson, reflecting on the collaboration and giving feedback on the products made in the group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10