Relevant bibliographies by topics / Collaborative teacher education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collaborative teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Collaborative teacher education"

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Chen, Weiyun, Theresa Purcell Cone, and Stephen L. Cone. "A Collaborative Approach to Developing an Interdisciplinary Unit." Journal of Teaching in Physical Education 26, no. 2 (2007): 103–24. http://dx.doi.org/10.1123/jtpe.26.2.103.

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This study describes how a physical education teacher collaborated with a second-grade teacher to plan and implement an interdisciplinary unit, and it identifies factors that contributed to the teachers’ actual collaboration. One accomplished elementary physical education teacher, one experienced second-grade classroom teacher, and 35 students from two second-grade classes voluntarily participated in this study. The data were collected by audiotaping the two planning sessions, videotaping eight integrated lessons taught by the physical education teacher and three integrated lessons taught by the classroom teacher, transcribing the taped lessons, and interviewing the teachers. The findings indicated that the teachers’ collaborative planning focused on providing students with integrated and relevant learning experiences. Throughout the collaboration, the two teachers shared leadership roles and teaching responsibilities. The teachers attributed their effective interdisciplinary teaching to their long-term collaborative working experiences, common teaching philosophy, and mutual respect and trust.
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Karatsiori, Marianthi, Trisevgeni Liontou, and Makrina Zafiri. "Rethinking Teacher Education via Collaborative Learning." International Journal of Teacher Education and Professional Development 4, no. 2 (2021): 34–49. http://dx.doi.org/10.4018/ijtepd.2021070103.

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This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.
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Lei, Man, and Jane Medwell. "Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context." Asia Pacific Education Review 22, no. 2 (2021): 169–79. http://dx.doi.org/10.1007/s12564-021-09686-w.

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AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.
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Gumiero, Bárbara Silva, and Vinícius Pazuch. "Collaborative Work in Mathematics Teacher Education." Jornal Internacional de Estudos em Educação Matemática 12, no. 3 (2020): 275–83. http://dx.doi.org/10.17921/2176-5634.2019v12n3p275-283.

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Collaborative work improves teacher education through the interaction between people, narrowing the distance between university and schools and between researchers and preservice or in-service teachers. This systematic literature review included works published in databases like Scielo, ERIC, PsycINFO, Web of Science, and MathEduc. In total, 12 papers were reviewed to identify which factors present in collaborative environments favor the formation of teaching processes in Mathematics Education. The results show that class planning, teaching practices, and knowledge production provide a contribution to mathematics teacher education.
 
 Keywords: Teacher Collaboration. Teacher Education. Mathematics Education. Systematic Review.
 
 Resumo
 O trabalho colaborativo potencializa a formação de professores por meio da interação entre pessoas, aproximando a universidade da escola e os pesquisadores dos professores em formação ou já atuantes. Esta revisão sistemática da literatura incluiu trabalhos publicados em bases de dados como Scielo, ERIC, PsycINFO, Web of Science e MathEduc. No total, 12 artigos foram revisados para identificar quais fatores presentes em ambientes colaborativos favorecem a constituição de processos formativos em Educação Matemática. Os resultados mostram que o planejamento de aulas, a prática docente e a produção de conhecimentos contribuem para a formação de professores de matemática.
 
 Palavras-chave: Colaboração entre Professores. Formação de Professores. Educação Matemática. Revisão Sistemática.
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Sharpe, Tom, Monica Fabian Lounsbery, Cindy Golden, and Chris Deibler. "Analysis of an Ongoing, District-Wide Collaborative Approach to Teacher Education." Journal of Teaching in Physical Education 19, no. 1 (1999): 79–96. http://dx.doi.org/10.1123/jtpe.19.1.79.

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Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.
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Brownell, Mary T., Cynthia Griffin, Melinda Marie Leko, and Jenna Stephens. "Improving Collaborative Teacher Education Research." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, no. 3 (2011): 235–49. http://dx.doi.org/10.1177/0888406411404570.

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Oonk, Carla, Judith T. M. Gulikers, Perry J. den Brok, Renate Wesselink, Pieter-Jelle Beers, and Martin Mulder. "Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles." Higher Education 80, no. 4 (2020): 701–18. http://dx.doi.org/10.1007/s10734-020-00510-9.

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Abstract Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.
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Klefbeck, Kamilla. "Lesson study for students with intellectual disability." International Journal for Lesson & Learning Studies 9, no. 3 (2020): 245–59. http://dx.doi.org/10.1108/ijlls-12-2019-0082.

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PurposeThis study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.Design/methodology/approachLesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.FindingsStudents' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.Originality/valueThere is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.
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Shin, Jihae, and Moonjoo Seog. "A collaborative group study of Korean mid-career elementary teachers for professional development in music." International Journal of Music Education 36, no. 1 (2017): 85–95. http://dx.doi.org/10.1177/0255761417704011.

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Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group.
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Kaplan, Leonard. "Teacher Certification: Collaborative Reform." Educational Forum 58, no. 2 (1994): 169–72. http://dx.doi.org/10.1080/00131729409335321.

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Dissertations / Theses on the topic "Collaborative teacher education"

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Dickinson, Esther B. "The Impact of Collaborative Teacher Teaming on Teacher Learning." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/88.

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Schools have organized professional learning communities to support teacher learning and hopefully student achievement. An investigation of these learning communities may provide a description of professional teacher learning and suggest implications and implementation processes. The following question guided this inquiry: In collaborative groups, what learning is recognized by teachers and what do teachers think facilitates that learning? The qualitative study investigated how teachers that participate in collaborative teams describe the learning process. The teachers responded to interview questions following observations of team meetings. The findings reveal what teachers perceive about their learning. The findings suggest the qualities of the learning situations for the teachers, the learning as recognized by the teachers, and the changes in practices that the teachers implemented in the classroom. The study implies and/or suggests processes and procedures to guide and enhance teacher learning in collaborative groups.
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Canizo, Thea Lynne. "Establishing collaborative structures and relationships: Teacher leaders' experiences." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280159.

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The purpose of this study was to explore teacher leaders' experiences as they attempted to establish collaborative structures and relationships resulting in improved science instruction at their schools. Teacher leaders were middle school science facilitators, full-time classroom teachers who acted as liaisons between the science teachers at their schools and a change initiative funded by the National Science Foundation. This was a qualitative study, using interviews to create a case study. The researcher used a three-part interview design developed by Seidman (1991). Six research questions served as a framework for the data analysis. Participants identified the following as factors which contributed to their success: support from the principal, other science teachers, central staff personnel, and the district-wide group of science facilitators; professional development; and the successful completion of a scope and sequence for science instruction. Factors identified as hindering their success were: lack of support or conflict with the principal; resistance to change; time constraints; a district policy which limited meeting time; teacher and administrator turnover; tension between the middle school and junior high school models; and personal doubts. From descriptions of their understanding and exercising of leadership, the researcher concluded that teacher leaders had become empowered. The school culture was seen to have a great effect on teacher leaders. The contrasts between a school with a positive culture and another school in disarray were presented. Structures such as summer institutes and release time during the school day were identified as critical for giving teachers the time needed to establish more collaborative working relationships. Once greater trust and understanding were present, teachers were better able to examine their teaching practices more critically. Participants identified mentoring of new members, a continuing role for science facilitators, and central support as necessary for ensuring the sustainability of the changes made during the years of the grant initiative. The researcher concluded that teacher leaders can be a powerful force for bringing about change in schools when provided with training and time during the school day to work with colleagues.
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Peyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.
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Jacobs, Jodee Elizabeth. "Secondary Special Education Teachers and Transition Specialists| Collaborative Efforts." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602670.

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<p> This qualitative case study explored how secondary special education teachers and transition specialists perceived their collaborative efforts when transitioning students with Autism Spectrum Disorder (ASD) from secondary to higher education. The theory of transition established the platform for this study. Two of the theoretical principles of situation and support were used as a lens to determine the collaborative perceptions between these two educator groups. The research questions specified educator perceptions of collaboration throughout the transition process and building collaborative relationships. The sample consisted of seven secondary special education teachers and seven transition specialists within the State of Arizona. Data collection sources the secondary transition plan document, semistructured individual interviews and two focus group sessions. Data coding procedures determined specific patterns that emerged in the analysis. A total of seven themes emerged: Collaboration ongoing, team effort, unrealistic expectations affect transition, attitude of specialists affecting student success, trust is vital to building relationships, lack of knowledge in preparing students during transition, and the importance of parental involvement throughout the transition process. The results that provided the greatest influence to the collaborative process included parental involvement and relationships, trust building between educators, continued training, provision of resources, and the development of the transition plan. The implications of this study suggested that educational organizations provide opportunities for these specialists to attend trainings for continued professional development. </p><p>
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Kettner, Julian Paul. "Teacher agency, collaborative communities, and school-based change." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121128.

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The study presented in this dissertation examines the process of change in 39 elementary schools as they participated in the implementation of a board-wide balanced literacy initiative. The study focuses specifically on the perspectives of school personnel—teachers, principals, and literacy facilitators—after one year of implementation as staff engaged with the requirements of new pedagogical practices and increased collaboration. The study has several goals: (a) to better understand the nature and role of teacher agency in a change process; (b) to examine the role of professional collaboration in teacher learning and acceptance of change; (c) to add to our understanding of resistance to change processes; and (d) to examine what factors seem to be consistently present in schools that embrace change more easily. The study made use of complexity theory and structuration theory as a way of framing an understanding of the change—or the lack of change—that occurred within the complex social environments of schools. Findings suggest that teacher agency played a notable role in the change process where it occurred, but also demonstrated the need to consider teacher agency in more complex ways. Teacher resistance to the changes that were being implemented was less significant than was expected, but, like agency, showed a complexity that suggests attention to this area is a vital component of school-based change. The study also found that participants felt more positive about change in environments characterized by professional collaboration, and environments in which administrators were active learning partners with teachers.<br>L'étude présentée dans cette thèse porte sur le processus de changement initié dans 39 écoles primaires alors qu'elles participaient à la mise en œuvre d'une initiative en littératie équilibrée lancée par la commission scolaire. L'étude se concentre spécifiquement sur le personnel de l'école – enseignant(e)s, directeur(trice)s et facilitateur(trice)s – à la suite de première année de mise en œuvre de l'initiative alors que le personnel impliqué fait face aux exigences de nouvelles pratiques pédagogiques et aux attentes d'une collaboration accrue. L'étude a plusieurs buts: (a) mieux comprendre la nature et le rôle de l'enseignant(e) en tant que vecteur de changement; (b) examiner le rôle de la collaboration professionnelle dans la formation continue et l'acceptation du changement; (c) parfaire nos connaissances quant à la résistance face aux processus de changement; (d) identifier les facteurs présents dans les écoles qui réagissent mieux au changement. L'étude s'est inspirée de la théorie de la complexité et de la théorie de la structuration pour guider la compréhension du changement – ou l'absence de changement – survenu à l'intérieur du complexe tissu social des écoles. Les résultats suggèrent que les enseignant(e)s, en tant que vecteurs de changement, ont joué un rôle notable là où des transformations se sont produites, mais cela soulignent aussi le besoin de considérer ce rôle de façon plus détaillée. La résistance manifestée par les enseignant(e)s face aux changements mis de l'avant a été moins importante qu'escompté, mais au même titre que le concept de vecteur de changement, elle s'est avérée être un élément essentiel dans le processus de changement en milieu scolaire. L'étude a aussi démontré que les participant(e)s réagissaient de façon plus positive face au changement dans des milieux où la collaboration professionnelle était présente et où les administrateur(trice)s participaient au processus d'apprentissage, aux côtés de leur enseignant(e)s.
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Hixon, Emily. "Collaborative online course development the faculty experience /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3167808.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Chairperson: Curtis J. Bonk. "Title from dissertation home page (viewed Nov. 2, 2006)."
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Robinson, Garletta D. "Perceptions and Attitudes of General and Special Education Teachers Toward Collaborative Teaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4095.

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In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school teachers' perceptions and attitudes toward shared teacher collaboration in inclusion classrooms. Lave and Wenger's situated learning theory was the conceptual framework. Purposeful sampling was used to select 4 general and 4 special education teachers who worked in middle school coteaching classrooms. Face-to-face interviews and teacher lesson plans were the data sources. Data were analyzed using inductive analysis and open and axial coding strategies. Teachers identified ongoing training emphasizing coteaching models, collaboration, and classroom management strategies, coplanning periods, teacher selection guidelines for inclusion classes, and administrative involvement in collaboration as challenges of and optimal opportunities for working collaboratively. Based on these findings, a 3-day professional development project was designed to support effective teacher collaboration and foster positive communication with administration teams. These endeavors may contribute to positive social change when administrators establish and cultivate a school culture of positive teacher collaboration between general and special education teachers involved in coteaching, thereby improving teachers' coteaching experiences and improving the academic environment for all learners.
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Balassa, Katalin. "An investigation into cooperative and collaborative partnerships in Hungarian teacher education." Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/an-investigation-into-the-cooperative-and-collaborative-partnerships-in-hungarian-teacher-education(a797cb17-36b3-4843-8a5b-b9d1ad3a2253).html.

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The aim of this dissertation is to provide insight into some characteristics of collaborative partnerships in Hungarian teacher education, and to use this as evidence in pointing out the need for a change in current teacher education practices in the preparation of teachers/mentors. The Portfolio brings together accounts of two research projects upon perspectives of collaborative partnerships. Project 'A', Collaborative development of observation strategies in the context of mentor-based teacher education programmes in Hungary investigates the results of a collaborative partnership which originally developed from a successful initiative in ELT. Later, however, the findings proved capable of wider application, producing results at school improvement. Data were gathered mainly from participating mentors' research reports. With the help of qualitative research and analysis the potential benefits of this joint project are highlighted. From the analysis of data particular features of mixed mentor-based programmes emerge which have not been documented in the literature before. Project 'B', Impact Study of a Nation-wide Hungarian Mentor Project in ELT attempts to investigate how the reflective approach to teacher training (See Part I for definition) introduced at the beginning of the nineties changed mentoring in Hungary. Data were gathered from questionnaires. With the help of a survey method it is demonstrated how the Mentor Project affected all the people and institutions involved in the project. The research provides insights not only into the future of mentoring in Hungary, but into the wider implications for mentoring as a whole. Special attention is paid to evaluating the collaboration between participants of the project. The evidence from the data is used for pinpointing areas which require further improvement in the preparation of mentors. The research results of both projects show that work in collaborative partnerships encourages teachers to adopt a self-critical approach to their practice. Also, they clearly point to the need for collaborating with participants of mentor training at all levels. Both projects derived from empirical investigation and they were prompted by the Candidate's continued interest in mentoring and her long experience of working as a mentor/mentor co-ordinator in Hungarian teacher education. They are based on Hungarian experience but throughout all the study parallels are drawn with the international context. Special attention is paid to exploring the origins of Hungarian school-based partnership, as it is believed this is intrinsic to the understanding of the current controversies of university practice-school partnership. It is the Candidate 's conviction that besides preserving some universally valid elements of teacher education models, it is necessary to find ways which are in agreement with and catering for particular local needs. While there is a clear difference in the context and the processes which were necessary to setup the two projects, both of them explored ways for improvement. They were meant to encourage participants of partnerships to establish a basic agreed philosophy, which would create a common ground for working with mentees. Specifically, ways, which on the one hand remain faithful to the past model of the first school-based teacher training institution, and, at the same time, meet the challenges of the future.
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Bhandari, Naina Arvin. "Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50570.

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This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistically significant difference in the perceptions of SETs and GETs on both beliefs and values and roles and responsibilities. This study also found that beliefs and values was a statistically significant predictor of teacher satisfaction for GETs and SETs. Roles and responsibilities was not a statistically significant predictor of teacher satisfaction.<br>Ph. D.
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OSTROM, JENNIFER KAREN. "ACCEPTABILITY OF COLLABORATIVE PROBLEM SOLVING TO ELEMENTARY AND SECONDARY TEACHER INTERNS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin985104808.

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Books on the topic "Collaborative teacher education"

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Canadian Association for Teacher Education. Invitational Conference (3rd 1989 Université Laval [Montréal, Qué.]). Collaborative action research in Canadian teacher education. Canadian Association of Teacher Educators, 1991.

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Lafleur, Clay. Classroom based collaborative teacher research: Practical strategies. C. Lafleur, J. MacFadden, 1992.

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Dunne, Kathy. Mentoring new teachers through collaborative coaching: Linking student and teacher learning. WestEd, 2006.

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Samaras, Anastasia P. Self-study teacher research: Improving your practice through collaborative inquiry. SAGE Publications, 2011.

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Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Self-study teacher research: Improving your practice through collaborative inquiry. SAGE Publications, 2011.

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Kennedy, Kathryn, and Lucy Santos Green. Collaborative models for librarian and teacher partnerships. Information Science Reference, 2014.

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Pieters, Jules. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature, 2019.

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Resta, Paul. Collaborative technologies as a catalyst for changing teacher practices. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Book chapters on the topic "Collaborative teacher education"

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Civil, Marta, and Rosi Andrade. "Collaborative Practice with Parents." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_11.

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Da Ponte, João Pedro, Maria Irene Segurado, and Hélia Oliveira. "A Collaborative Project Using Narratives." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_7.

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Breen, Chris, Gabeba Agherdien, and Agatha Lebethe. "A Case for Collaborative Staff Development." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_14.

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Lopez-Real, Francis. "Collaborative Reflection through Sharing Significant Incidents." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_15.

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Chiappini, Giampaolo, Augusto Chioccariello, and Camillo Gibelli. "Collaborative teacher training through telematics." In Communications and Networking in Education. Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_6.

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Edwards, Julie-Ann, and Keith Jones. "Co-Learning in the Collaborative Mathematics Classroom." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_10.

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Becker, Joanne Rossi, and Barbara J. Pence. "Classroom Coaching as a Collaborative Activity in Professional Development." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_6.

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Carlson, Marilyn, Michelle Zandieh, Irene Bloom, and Daiyo Sawada. "The Evolution of an Interdisciplinary Collaborative for Pre-Service Teacher Reform." In Collaboration in Teacher Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_4.

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Charteris, Jennifer. "Quality Assurance Through Collaborative Inquiry Among Teacher Educators." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_209-1.

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Olesova, Larissa, and Christine Foster Meloni. "14. Designing and implementing collaborative Internet projects in Siberia." In Teacher Education in CALL. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.14.20ole.

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Conference papers on the topic "Collaborative teacher education"

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Winarsih, Dwi. "Peer Collaborative Teacher: Awareness in Teaching." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.142.

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Huang, Li, and Feng-fei Zhou. "Study on Teacher-Librarian Collaborative Distance Education Model." In 2010 International Conference on Intelligent Computing and Cognitive Informatics (ICICCI). IEEE, 2010. http://dx.doi.org/10.1109/icicci.2010.132.

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Sukartiningsih, Wahyu. "Integrative and Collaborative Education Models in Primary School Teacher Education Department." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.147.

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
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Derry, Sharon J., Marcelle Siegel, and John Stampen. "The STEP system for collaborative case-based teacher education." In the Conference. Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658646.

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Volfson, S. I., N. A. Okhotina, T. V. Makarov, O. A. Kuznetsova, and S. Mohr. "New forms of continuing education teacher profile processing of polymers." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644704.

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Eyal, Liat. "DILEMMA BASED LEARNING INTEGRATED COLLABORATIVE TECHNOLOGIES - TEACHER EDUCATION COURSE MODEL." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1213.

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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.
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Reports on the topic "Collaborative teacher education"

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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1028.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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