Teachers' Professional Development through the Education Practicum: A Proposal for University-School Collaboration

Autor/inn/en	Muñoz-Martínez, Yolanda; Domínguez-Santos, Susana; de la Sen-Pumares, Silvia; Laborda, Jesús García
Titel	Teachers' Professional Development through the Education Practicum: A Proposal for University-School Collaboration
Quelle	In: Cypriot Journal of Educational Sciences, 17 (2022) 2, S.464-478 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muñoz-Martínez, Yolanda) ORCID (Domínguez-Santos, Susana) ORCID (de la Sen-Pumares, Silvia) ORCID (Laborda, Jesús García)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	College School Cooperation; Preservice Teacher Education; Student Teaching; Practicums; Student Teachers; Teacher Educators; Preschool Teachers; Elementary School Teachers; Inclusion; Faculty Development; Foreign Countries; Theory Practice Relationship; Teacher Student Relationship; Cooperative Learning; Satisfaction; Spain (Madrid) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Ausland; Theorie-Praxis-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Zufriedenheit
Abstract	In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01