The Activities of a School-Based Teacher Educator: A Theoretical and Empirical Exploration

Autor/inn/en	van Velzen, Corinne; Volman, Monique
Titel	The Activities of a School-Based Teacher Educator: A Theoretical and Empirical Exploration
Quelle	In: European Journal of Teacher Education, 32 (2009) 4, S.345-367 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Student Teachers; Apprenticeships; Foreign Countries; Teacher Educators; Teacher Education Programs; Learning Activities; Experiential Learning; Communities of Practice; Protocol Analysis; Interviews; Classroom Observation Techniques; College School Cooperation; Training Methods; Theory Practice Relationship; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Apprenticeship; Lehre; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Community; Interviewing; Interviewtechnik; Didaktik; Trainingsmaßnahme; Theorie-Praxis-Beziehung
Abstract	Teacher education all over Europe is increasingly becoming school-based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school-based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. (Contains 2 notes and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10