Changing Traditions: Supervision, Co-Teaching, and Lessons Learned in a Professional Development School Partnership

Autor/inn/en	Allen, David S.; Perl, Michael; Goodson, Lori; Sprouse, Twyla
Titel	Changing Traditions: Supervision, Co-Teaching, and Lessons Learned in a Professional Development School Partnership
Quelle	In: Educational Considerations, 42 (2014) 1, S.19-29 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Supervision; Team Teaching; Partnerships in Education; Faculty Development; Excellence in Education; Teacher Collaboration; Professional Development Schools; College School Cooperation; Educational Change; Educational Practices; Change Strategies; Training Methods; Teacher Education Programs; Preservice Teacher Education; Student Teaching; Student Teacher Supervisors; Cooperating Teachers; Student Teachers; Models; Teaching Methods; Clinical Supervision (of Teachers); Supervisory Methods; Program Descriptions; Kansas + Suchen Sie Ihr Suchwort? Teamteaching; Hochschulpartnerschaft; Lernerfolg; Lehrerkooperation; Bildungsreform; Bildungspraxis; Lösungsstrategie; Didaktik; Trainingsmaßnahme; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Considering how long societies have been educating their youth, the history of teacher education is relatively brief. From the first teacher education innovation in the 17th century through those of the late 20th century--de la Salle, the American normal school, the flood of student teachers into public schools after World War II, the student teacher triad, the expansion of field experiences--all focused on the student teacher. It had become clear that this was no longer a viable way to approach teacher preparation. A new approach was needed. In the late 1990s Kansas State University (KSU) faculty, public school administrators, and teachers designed a new approach to teacher preparation. The new KSU program would focus on K-12 students instead of student teachers. This article explains in some detail the elements of supervision and co-teaching embedded in the program. The Kansas State University Professional Development Schools (KSU PDS) model involves a network of stakeholders engaged in a simultaneous renewal process whereby teachers, preservice teachers, and supervisors are collaborating to deepen their understanding of teaching and learning. This highlights a progressive approach to supervision and support of the student teacher, including a unique implementation of co-teaching opportunities involving the cooperating teacher and the preservice teacher sharing classroom instructional duties. The KSU PDS model represents a move toward enhancing the experience by having professionals in a more visible and supportive role for the preservice teacher, with the ultimate goal of improving education for K-12 students. (ERIC).
Anmerkungen	Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: edcoll@ksu.edu; Web site: http://coe.ksu.edu/EdConsiderations
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01