Collaborative Conference Style Capstone Experience: An Innovative Approach.

Autor/in	Prushiek, Jill
Titel	Collaborative Conference Style Capstone Experience: An Innovative Approach.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Capstone Experiences; College Faculty; Collegiality; Elementary Secondary Education; Higher Education; Preservice Teacher Education; Program Development; Special Education Teachers; Student Participation; Student Teachers; Student Teaching; Teacher Collaboration; Teacher Educators; Wisconsin + Suchen Sie Ihr Suchwort? Fakultät; Kollegialität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerkooperation; Teacher education; Education; Lehrerbildung
Abstract	This paper provides a brief overview of the literature on collaboration among higher education faculty and describes the process of creating a capstone experience for regular and special education student teachers and interns. During the 1997-98 academic year, three faculty members were assigned the task of creating a common capstone experience that would be innovative, collaborative, and professionally enriching for students and faculty alike. They created a capstone seminar experience that meets four full Fridays during the professional semester and requires student teachers and interns to leave their field placements and meet on campus. The core content includes professional development, job search preparation, behavior management refinement, professional communication and conflict resolution, and inclusionary practices. The core content only takes up part of the class time. The remaining time is devoted to a conference style format where content is generated through proposals submitted by on-campus faculty and K-12 cooperating teachers so students can choose topics of most benefit to them. On-campus faculty and cooperating teachers present the topics to student teachers and interns. Input from the students themselves was essential in developing the experience. Students helped evaluate the original course and proposed changes for the new one. Evaluative comments from students, cooperating teachers, and faculty indicate the process is valuable. (Contains 13 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC