An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

Autor/in	Steele, Annfrid R.
Titel	An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers
Quelle	In: Issues in Educational Research, 27 (2017) 3, S.582-599 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	College School Cooperation; Supervisor Supervisee Relationship; Supervisory Methods; Partnerships in Education; Teacher Collaboration; Preservice Teacher Education; Action Research; Experiential Learning; Models; Student Teaching; Student Teacher Supervisors; Bachelors Degrees; Educational Practices; Seminars; Meetings; Theses; Transcripts (Written Records); Research and Development; Teacher Attitudes; Student Teacher Attitudes; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lehrerkooperation; Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Experiental learning; Erfahrungsorientiertes Lernen; Analogiemodell; Teaching practice; Unterrichtspraxis; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungspraxis; Seminar; Meeting; Tagung; These; Forschung und Entwicklung; Lehrerverhalten; Ausland; Norwegen
Abstract	There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. Third-space collaborative partnership models between university-based and school-based teachers, who share responsibility for student teachers' learning, have been promising. However, research shows the implications of partnerships as being unbalanced; the university retains control over the definition and delivery of knowledge, and most activities take place on campus. This action research study focuses on how adaptive joint supervision between school-based and university-based teachers is carried out with regard to student teachers' action learning projects. This process initiated mutual learning and understanding of research-based knowledge between the participants in a non-hierarchical, authentic partnership. The present study shows how this can become a supervision model for developing partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers' professional development. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01