Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers

Autor/inn/en	Chalies, Sebastien; Bruno-Meard, Francoise; Meard, Jacques; Bertone, Stefano
Titel	Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 4, S.767-774 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.10.012
Schlagwörter	Preservice Teachers; College School Cooperation; Partnerships in Education; Preservice Teacher Education; Teacher Education Curriculum; Teacher Educators; Student Teacher Supervisors; Supervisory Methods; Cooperating Teachers; Teaching Methods; Professional Development; Instructional Effectiveness; Program Effectiveness; Program Evaluation + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Programme evaluation; Programmevaluation
Abstract	This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of "condensed" and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). "Remarques philosophiques [Philosophical Investigations]." Oxford: Blackwell.), this study (i) examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations and (ii) proposes ideas for articulating the training work of university supervisors and cooperating teachers. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10