Inquiry into Partnered Student Teaching in an Urban School-University Partnership

Autor/inn/en	Stairs, Andrea J.; Corrieri, Caitlin; Fryer, Lindsay; Genovese, Elizabeth; Panaro, Ryan; Sohn, Christen
Titel	Inquiry into Partnered Student Teaching in an Urban School-University Partnership
Quelle	In: School-University Partnerships, 3 (2009) 1, S.75-89 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Student Teaching; Student Teachers; Urban Schools; College School Cooperation; Field Experience Programs; Educational Environment; Inquiry; Partnerships in Education; Preservice Teachers; Teaching Experience; Teacher Education; High Schools; Higher Education; Models; Teacher Education Programs; Team Teaching; Massachusetts + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Praxisnahes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; Lehrerausbildung; Lehrerbildung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Teamteaching; Master-Studiengang
Abstract	School-university partnerships are promising collaborations for better preparing qualified and competent teachers for the realities of today's diverse American classrooms. Research has been conducted on many aspects of partnerships, but few studies have focused on partnered student teaching placements. In this article, a professor and five of her former teacher education students share the outcomes of an inquiry group that they conducted, which focused on analyzing learning opportunities in an urban school-university partnership. As a result of their collaborative research, they describe how partnered field experiences promote student teachers' learning by providing (1) comfort in a diverse school environment and in the role of teacher, (2) support for planning and delivering effective instruction, and (3) development as reflective practitioners and critical thinkers. This article is unique in that student teachers share their experiences directly with the teacher education community, as coauthors with their university professor. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10