Literaturnachweis - Detailanzeige
Autor/inn/en | Rintamaa, Margaret; Howell, Penny B. |
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Titel | Drawing on the Layers of a Partnership to Prepare Middle Level Teachers |
Quelle | In: Middle Grades Review, 3 (2017) 3, Artikel 2 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2379-4690 |
Schlagwörter | Partnerships in Education; Middle School Teachers; Teacher Education Programs; Preservice Teacher Education; Preservice Teachers; Adolescents; Communities of Practice; Educational Experience; Institutional Cooperation; Kentucky (Lexington); Kentucky (Louisville) Hochschulpartnerschaft; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Community; Bildungserfahrung; Institute; Co-operation; Cooperation; Institut; Kooperation |
Abstract | The University of Kentucky (UK) and the University of Louisville (UL) are located approximately 90 miles from each other in Kentucky. They are the only two research-intensive institutions in the state, and both have middle level teacher education programs preparing candidates in school-embedded clinical sites. Both teacher preparation programs are guided by the requirements from accrediting bodies, AMLE Teacher Preparation Standards (AMLE, 2012) and the missions of our institutions. In this essay, we will describe our collaborative partnership and how two teacher educators from two institutions utilize school-embedded clinical sites to connect and prepare middle level teacher candidates with the end goal of improved educational experiences for young adolescents through teachers prepared to teach them. (As Provided). |
Anmerkungen | University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |