Placement Schools as Professional Learning Communities in Teacher Education

Autor/inn/en	Heggen, Kåre; Raaen, Finn Daniel; Thorsen, Kirsten E.
Titel	Placement Schools as Professional Learning Communities in Teacher Education
Quelle	In: European Journal of Teacher Education, 41 (2018) 3, S.398-413 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1448779
Schlagwörter	Foreign Countries; Communities of Practice; Faculty Development; Institutional Cooperation; Student Placement; Teacher Education; Teacher Surveys; Teacher Attitudes; Mentors; Interviews; Administrators; College Faculty; Teacher Educators; Administrator Role; Student Teaching; Student Teachers; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Ausland; Community; Institute; Co-operation; Cooperation; Institut; Kooperation; Schülerpraktikum; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Interviewing; Interviewtechnik; Fakultät; Teacher education; Education; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Qualitative Forschung; Norwegen
Abstract	This article investigates how schoolteachers', school leaders' and college teachers' involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders' commitment, influences the quality of placement. The school leaders' role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers' professional development as well as a need for a more systematic integration of learning in the two learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01