Regulating Collaboration in Teacher Education

Autor/inn/en	Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D.
Titel	Regulating Collaboration in Teacher Education
Quelle	In: Research Papers in Education, 29 (2014) 1, S.69-92 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2012.749506
Schlagwörter	Teacher Education; Teacher Educators; Student Teachers; Teacher Collaboration; Interaction Process Analysis; Teacher Behavior; Mentors; Competence; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teacher education; Education; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerkooperation; Prozessanalyse; Teacher behaviour; Lehrerverhalten; Kompetenz; Ausland; Niederlande
Abstract	Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had its own purpose and curriculum and required a certain amount of collaboration. We studied the ways in which teacher educators and student teachers together regulated collaboration in each of these types of groups. We concluded that regulating collaboration is not yet an explicit learning aim in this programme, while it is important for student teachers to learn how to direct and support collaboration in a group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10