Linkage within Teacher Education: Cooperative Learning of Teachers and Student Teachers

Autor/inn/en	Kimmelmann, Nicole; Lang, Johannes
Titel	Linkage within Teacher Education: Cooperative Learning of Teachers and Student Teachers
Quelle	In: European Journal of Teacher Education, 42 (2019) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1547376
Schlagwörter	Cooperative Learning; Student Teachers; Educational Improvement; Teacher Education Programs; Educational Benefits; Blended Learning; Program Design; Course Evaluation; Teacher Attitudes; Student Teacher Attitudes; Teacher Student Relationship; Faculty Development; College School Cooperation; Partnerships in Education; Course Content; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching improvement; Unterrichtsentwicklung; Bildungsertrag; Programme design; Programmaufbau; Programmplanung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Kursprogramm; Ausland; Deutschland
Abstract	The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to participate, a blended learning course programme was designed. The findings presented in this article are based on a course evaluation comprising data from 19 teachers and 88 student teachers. The findings indicate that teachers and student teachers benefit in many ways through cooperative learning. For example, both groups appreciated having multiple perspectives and the opportunity to exchange their experiences and opinions. Communication and interaction between teachers and student teachers is significant to make cooperative learning successful. Adequate communication and interaction, satisfying for both participant groups, are crucial for the success of this approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01