A Focus on Learning in the Field: Connecting Coursework and Field Experience through Teacher Educator Collaboration

Autor/in	Tunney, Jessica
Titel	A Focus on Learning in the Field: Connecting Coursework and Field Experience through Teacher Educator Collaboration
Quelle	(2016), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Educators; Teacher Collaboration; Mentors; Student Teacher Supervisors; Role Perception; Teacher Attitudes; Attitude Change; Observation; Student Teachers; Preservice Teachers; College School Cooperation; Cooperating Teachers; Faculty Development; Elementary School Mathematics; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Role conception; Rollenverständnis; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Beobachtung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Theorie-Praxis-Beziehung
Abstract	This research investigates a collaboratively constructed observation tool as it is implemented by teacher educators into their direct work with pre-service teachers in the classroom. Constructed by the group with the explicit intention of connecting university coursework with field experience, research examines adaptations made by practitioners during feedback conferences with pre-service teachers and considers shifts in conceptions of their roles as teacher educators. Findings suggest an expanded role for classroom mentor teachers in teacher preparation, as mentor teachers are able to highlight key learning opportunities to pre-service teachers as they emerge in practice. In addition, findings point to the potential for school-university collaborations to improve coordination and coherence between coursework and fieldwork settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01