Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution

Autor/inn/en	Escalié, Guillaume; Chaliès, Sébastien
Titel	Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution
Quelle	In: European Journal of Teacher Education, 39 (2016) 3, S.302-319 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1185098
Schlagwörter	Cooperating Teachers; Preservice Teachers; Longitudinal Studies; Case Studies; Teacher Collaboration; Interviews; Training Methods; Class Activities; Collegiality; Lesson Observation Criteria; Educational Principles; Teamwork; Teacher Education Programs; Student Teaching; Clinical Supervision (of Teachers); Foreign Countries; France + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lehrerkooperation; Interviewing; Interviewtechnik; Didaktik; Trainingsmaßnahme; Kollegialität; Unterrichtsmitschau; Bildungsprinzip; Teaching practice; Unterrichtspraxis; Ausland; Frankreich
Abstract	This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a recent French reform policy. The study is based on an original theoretical conception of teacher education that borrows postulates from a theory of learning and collective action (Wittgenstein 1996). Illustrated by excerpts from post-lesson meetings and self-confrontation interviews, the results suggest that the training scheme does not always lead to collective training activity. The difficulties are notably due to disagreement between the educators about attributing meaning to the pre-service teacher's classroom activity, which hampers professional development. On this basis, proposals are made to contribute to an effective and authentically shared supervision process and to reposition training activity at the heart of the processes of pre-service teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01