Journal articles: 'Collaborative teacher education'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

Kaplan, Leonard. "Teacher Certification: Collaborative Reform." Educational Forum 58, no. 2 (1994): 169–72. http://dx.doi.org/10.1080/00131729409335321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Graham, Peg. "Teacher Research and Collaborative Inquiry: Teacher Educators and High School English Teachers." Journal of Teacher Education 49, no. 4 (1998): 255–65. http://dx.doi.org/10.1177/0022487198049004003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Idris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz, and Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.

Full text

Abstract:

Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.

APA, Harvard, Vancouver, ISO, and other styles

13

Robinson, A. Helene. "2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education." Collected Essays on Learning and Teaching 5 (June 19, 2012): 6. http://dx.doi.org/10.22329/celt.v5i0.3428.

Full text

Abstract:

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant. Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

APA, Harvard, Vancouver, ISO, and other styles

14

Harpaz, Gal, and Yael Grinshtain. "Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems." Education and Urban Society 52, no. 9 (2020): 1397–416. http://dx.doi.org/10.1177/0013124520915597.

Full text

Abstract:

In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

APA, Harvard, Vancouver, ISO, and other styles

15

Kervinen, Anttoni, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-Koivisto, Kalle Juuti, and Merike Kesler. "Developing a collaborative model in teacher education – An overview of a teacher professional development project." Lumat: International Journal of Math, Science and Technology Education 4, no. 2 (2016): 67–86. http://dx.doi.org/10.31129/lumat.4.2.33.

Full text

Abstract:

The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to be crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

APA, Harvard, Vancouver, ISO, and other styles

16

Villa, Richard A., Jacqueline S. Thousand, Herman Meyers, and Ann Nevin. "Teacher and Administrator Perceptions of Heterogeneous Education." Exceptional Children 63, no. 1 (1996): 29–45. http://dx.doi.org/10.1177/001440299606300103.

Full text

Abstract:

Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.

APA, Harvard, Vancouver, ISO, and other styles

17

Hilliker, Shannon M., and Erin K. Washburn. "Family Literacy Night: A Student-Centered Clinically Rich Experience for Teacher Candidates in Literacy and TESOL." Journal of Education 201, no. 1 (2020): 34–41. http://dx.doi.org/10.1177/0022057420904381.

Full text

Abstract:

This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for TESOL and Literacy teacher candidates to collaborate with one another, practicing English as a New Language teachers, and children and families of multi-language learners. The article concludes with an overview of challenges encountered in the collaborative process.

APA, Harvard, Vancouver, ISO, and other styles

18

Calleja, James, and Laura Formosa. "Teacher change through cognitive conflicts: the case of an art lesson study." International Journal for Lesson & Learning Studies 9, no. 4 (2020): 383–95. http://dx.doi.org/10.1108/ijlls-05-2020-0028.

Full text

Abstract:

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

APA, Harvard, Vancouver, ISO, and other styles

19

Carlson, Helen L., and Lena Stenmalm-Sjoblom. "An International Teacher Education Collaborative Project." Journal of Early Childhood Teacher Education 17, no. 3 (1996): 25–35. http://dx.doi.org/10.1080/10901029608548592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Whittier, Kathleen S., and J. Scott Hewit. "Collaborative Teacher Education: The Elementary Education/Special Education Connection." Intervention in School and Clinic 29, no. 2 (1993): 84–88. http://dx.doi.org/10.1177/105345129302900205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Guidry, Allen, and Christy Howard. "Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation." Theory & Practice in Rural Education 9, no. 2 (2019): 47–64. http://dx.doi.org/10.3776/tpre.2019.v9n2p47-64.

Full text

Abstract:

Isolation between academic fields is an unfortunate reality in higher education and teacher education. Whereas current educational reforms invoke a need to collaborate, faculty are often unsure of how to design collaborative experiences. Research argues for the use of co-teaching to engage teacher candidates in beneficial learning experiences where instructors model the collaborative practices desired in those candidates. Additionally, the use of co-teaching in rural settings is shown to address some of the challenges associated with rural teacher preparation. With the hesitancy of many in higher education to engage in co-teaching in teacher preparation, it is crucial that those who do co-teach share the design, implementation, and perceptions of the process with others. This article presents the design, implementation, and reflections of students and teacher preparation faculty: one content methods instructor and one content literacy instructor. The authors present the hassles and hopes of using co-teaching in teacher preparation in rural regions to enhance course content and collaboration among teacher candidates.

APA, Harvard, Vancouver, ISO, and other styles

22

Voltz, Deborah L., Raymond N., and Hazel B. Cobb. "Collaborative Teacher Roles." Journal of Learning Disabilities 27, no. 8 (1994): 527–35. http://dx.doi.org/10.1177/002221949402700808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Bruneau, Beverly J., James G. Henderson, Nancy McCracken, Pamela K. Kimble, and Richard D. Hawthorne. "Collaborative Reflections of Teacher Educators." Teaching Education 4, no. 2 (1992): 11–19. http://dx.doi.org/10.1080/1047621920040203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Moore, Kenneth D., and Sandra Looper. "Teacher preparation: A collaborative model." Teacher Educator 32, no. 3 (1997): 152–64. http://dx.doi.org/10.1080/08878739709555142.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Musina, Dariya S. "Collaborative environment as a favorable condition for the formation of professional teacher’s competence of additional education." Social And Political Researches 1, no. 10 (2021): 124–33. http://dx.doi.org/10.20323/2658-428x-2021-1-10-124-133.

Full text

Abstract:

The urgency of the problem of creating favorable environmental conditions for the formation of professional competence of teachers is due to the need of the developing society of modern Kyrgyzstan for educated, moral, enterprising people who can independently make responsible decisions, be mobile, dynamic, constructive specialists, and have a developed sense of responsibility for the fate of the country. The quality of education, including additional education, guarantees the competitiveness of the state. The purpose of this article is to present the results of the study of the role of the collaborative environment in the formation of professional competence of teachers of additional education. On the example of the activity of the republican educational and methodological center of aesthetic education “Balazhan”, it is shown how the introduction of the basics of collaboration in the pedagogical process contributes to the formation of the professional competence of the teacher of additional education. The author on the basis of a large-scale study, which was attended by four hundred ninety-seven children and twenty-five teachers of additional education, presented as formed the professional competence enable the teacher to create in the educational process of effective collaborative environment conducive to the intellectual and creative potential of students; allow to understand, appreciate their work, to understand their role as a helper, Advisor, mentor. The article reveals how the creation of the collaborative environment, the activity of the teacher of additional education for its formation and development, the interaction of the teacher with the social partners, as members of a holistic educational process and the features of the collaborative environment to work with children contribute to the formation of professional competence of the teacher of additional education. The author emphasizes that a pedagogically well-organized collaborative educational environment in the conditions of extracurricular additional education is one of the effective mechanisms for the formation of a socially successful personality

APA, Harvard, Vancouver, ISO, and other styles

26

Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.

Full text

Abstract:

Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.

APA, Harvard, Vancouver, ISO, and other styles

27

Rabin, Colette. "Co-Teaching: Collaborative and Caring Teacher Preparation." Journal of Teacher Education 71, no. 1 (2019): 135–47. http://dx.doi.org/10.1177/0022487119872696.

Full text

Abstract:

This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.

APA, Harvard, Vancouver, ISO, and other styles

28

Ousseini, Hamissou. "Preservice EFL teachers’ collaborative understanding of lesson study." International Journal for Lesson and Learning Studies 9, no. 1 (2019): 31–42. http://dx.doi.org/10.1108/ijlls-12-2018-0092.

Full text

Abstract:

Purpose The purpose of this paper is to report on a small-scale research undertaken to examine the preservice English as foreign language (EFL) teachers’ collaborative understanding of lesson study. It constitutes the first of two empirical steps undertaken for integrating lesson study in initial EFL teacher education. The paper takes to the belief that preservice teachers’ understanding is a key factor that determines success or failure of lesson study projects and should therefore be investigated. Design/methodology/approach There were four preservice teachers who volunteered to participate in the study. Data were collected based on two procedures. Participants read the works of Lewis and Tsuchida (1999) and Dudley (2014) and were asked to collaboratively reflect about their readings on a WhatsApp platform. They were afterwards brought to a face-to-face discussion guided by questions mostly built from their previous reflections on the WhatsApp platform. Findings Participants have demonstrated a joint understanding which was essentially achieved due to the collaborative procedures. Likewise, participants have collaboratively reflected on the factors that could affect the process of lesson study and its application to EFL classrooms in Niger. These factors have been related to the issues in research methodology and the contextual learning culture. Originality/value The findings from this study draw attention to the need for teacher educators to use interactive and collaborative strategies while instructing preservice teachers about lesson study. The paper also offers insights about contextual factors which require preliminary and immediate actions before implementing lesson study in Niger.

APA, Harvard, Vancouver, ISO, and other styles

29

Berry, Ann B. "Understanding Shared Responsibility Between Special and General Education Teachers in the Rural Classroom." Rural Special Education Quarterly 40, no. 2 (2021): 95–105. http://dx.doi.org/10.1177/87568705211015681.

Full text

Abstract:

A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.

APA, Harvard, Vancouver, ISO, and other styles

30

Chand, Vijaya Sherry, Samvet Kuril, and Anurag Shukla. "Dialoguing with teacher-educators, valorizing teacher innovations." London Review of Education 18, no. 3 (2020): 451–66. http://dx.doi.org/10.14324/lre.18.3.09.

Full text

Abstract:

This article describes the educational innovation fairs (EIF), a large-scale collaborative action research initiative undertaken by an academic institution and the teacher-education department of a provincial government in India over a three-year period (2015 to 2017). The EIF initiative primarily sought to help teacher-educators in 26 sub-provincial teacher training institutes (STTIs) realize the potential of teacher-generated innovations to enrich the teacher training curriculum in the state-run schooling system. It required teacher-educators to identify and validate innovative teacher-generated work, that was then displayed for two days in a year in a public exhibition visited by a large number of teachers. Case studies of the displayed work were then sent to schools and used in teacher training programmes. The EIF experience indicates the importance of setting the political and academic context carefully if action research is to take off in the public education system. Second, the policy adaptation that is inevitable in such a system implies an understanding of the deviations that might be considered tolerable. Finally, the partners need to jointly reflect on and consciously plan their post-collaboration individual trajectories during the collaboration itself, for the outcomes of action research have to be embedded in an evolving research agenda aimed at continuous improvement.

APA, Harvard, Vancouver, ISO, and other styles

31

Horn, Ilana Seidel, Brette Garner, Britnie Delinger Kane, and Jason Brasel. "A Taxonomy of Instructional Learning Opportunities in Teachers’ Workgroup Conversations." Journal of Teacher Education 68, no. 1 (2016): 41–54. http://dx.doi.org/10.1177/0022487116676315.

Full text

Abstract:

Many school-improvement efforts include time for teacher collaboration, with the assumption that teachers’ collective work supports instructional improvement. However, not all collaboration equally supports learning that would support improvement. As a part of a 5-year study in two urban school districts, we collected video records of more than 100 mathematics teacher workgroup meetings in 16 different middle schools, selected as “best cases” of teacher collaboration. Building off of earlier discursive analyses of teachers’ collegial learning, we developed a taxonomy to describe how conversational processes differentially support teachers’ professional learning. We used the taxonomy to code our corpus, with each category signaling different learning opportunities. In this article, we present the taxonomy, illustrate the categories, and report the overall dearth of meetings with rich learning opportunities, even in this purposively sampled data set. This taxonomy provides a coding scheme for other researchers, as well as a map for workgroup facilitators aiming to deepen collaborative conversations.

APA, Harvard, Vancouver, ISO, and other styles

32

Babione, Carolyn, and Catherine Shea. "Special Education Mentoring within the Context of Rural Schools." Rural Special Education Quarterly 24, no. 2 (2005): 3–10. http://dx.doi.org/10.1177/875687050502400202.

Full text

Abstract:

This article describes a one-year rural mentor training program designed for novice special education teachers and their teacher mentors. Mentoring efforts to encourage collaboration and collegiality run counter to age-old norms of autonomy and congeniality in the school settings. However, collaborative forums can provide support for both experienced and novice teachers to engage in ‘critical friendships’ through discussions on the dilemmas, ambiguities, and paradoxes identified within the contexts of their rural school settings.

APA, Harvard, Vancouver, ISO, and other styles

33

Sachs, Gertrude, Terry Fisher, and Joanna Cannon. "Collaboration, Mentoring and Co-Teaching in Teacher Education." Journal of Teacher Education for Sustainability 13, no. 2 (2011): 70–86. http://dx.doi.org/10.2478/v10099-011-0015-z.

Full text

Abstract:

Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

APA, Harvard, Vancouver, ISO, and other styles

34

Çoban, Ömür, and Ramazan Atasoy. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903. http://dx.doi.org/10.11591/ijere.v9i4.20679.

Full text

Abstract:

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.

APA, Harvard, Vancouver, ISO, and other styles

35

Korthagen, Fred. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (1994): 67–69. http://dx.doi.org/10.1080/0260747940200422.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Kleinberg, Sue. "Collaborative Teacher Education: restitution or radical change?" Journal of Education for Teaching 20, no. 4 (1994): 70–72. http://dx.doi.org/10.1080/0260747940200423.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Clift, Renée, Mary Lou Veal, Marlene Johnson, and Patricia Holland. "Restructuring Teacher Education Through Collaborative Action Research." Journal of Teacher Education 41, no. 2 (1990): 52–62. http://dx.doi.org/10.1177/002248719004100207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Potter, Gillian. "The Power of Collaborative Research in Teachers’ Professional Development." Australasian Journal of Early Childhood 26, no. 2 (2001): 8–13. http://dx.doi.org/10.1177/183693910102600203.

Full text

Abstract:

This paper focuses on the power of collaboration, professional dialogue, and social interaction in teacher-researchers professional growth. It calls for a departure from the traditional theory-into-practice model which has historically seen university-based researchers generating knowledge or research questions for teachers who, in turn, are expected to respond. New conceptualisations recognise the teacher as knowledge generator and see knowledge production as a shared responsibility of school-based and university-based researchers. A change in the research culture is advocated. This paper emanates from a qualitative research project, conducted collaboratively by school-based and university-based researchers, that aimed to explore the home literacies of children from socioculturally diverse contexts. The aspect that became a focus of the project was the role of collaboration in challenging and generating new professional understandings about the complexity of teachers work. The paper identifies a fundamental dilemma for the education profession.

APA, Harvard, Vancouver, ISO, and other styles

39

Wood, Michelle. "Whose Job is it Anyway? Educational Roles in Inclusion." Exceptional Children 64, no. 2 (1998): 181–95. http://dx.doi.org/10.1177/001440299806400203.

Full text

Abstract:

Qualitative research methods were used to investigate teachers' perceptions of their educational roles and collaborative teaching efforts in the inclusion of children with severe disabilities in general education classrooms of one school district. Individual interviews were conducted with three educational teams; each consisted of a general education teacher and a special education teacher of an included student. Results indicated that in the initial stages of inclusion, teachers maintained discrete role boundaries through a relatively clear, albeit informal, division of labor. As the school year progressed, role perceptions became less rigid as the teaming became more cooperative. Implications relate to special education reform and effective strategies to facilitate collaboration among teachers who work within and to promote inclusive environments.

APA, Harvard, Vancouver, ISO, and other styles

40

Voogt, J., H. Westbroek, A. Handelzalts, et al. "Teacher learning in collaborative curriculum design." Teaching and Teacher Education 27, no. 8 (2011): 1235–44. http://dx.doi.org/10.1016/j.tate.2011.07.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Heldens, Henderijn, Anouke Bakx, and Perry den Brok. "Teacher educators’ collaboration in subject departments: collaborative activities and social relations." Educational Research and Evaluation 21, no. 7-8 (2015): 515–36. http://dx.doi.org/10.1080/13803611.2016.1153488.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Carvajal Ayala, Daisy Catalina, and Ricardo Alonso Avendaño-Franco. "Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context." GIST – Education and Learning Research Journal, no. 22 (June 23, 2021): 199–226. http://dx.doi.org/10.26817/16925777.872.

Full text

Abstract:

Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.

APA, Harvard, Vancouver, ISO, and other styles

43

Koukis, Nikolaos, and Athanassios Jimoyiannis. "MOOCS for teacher professional development: exploring teachers’ perceptions and achievements." Interactive Technology and Smart Education 16, no. 1 (2019): 74–91. http://dx.doi.org/10.1108/itse-10-2018-0081.

Full text

Abstract:

PurposeThis paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.Design/methodology/approachThe design framework of the particular teacher professional development MOOC was determined by the connectivist principles and addressed three main dimensions of teachers’ active participation: a) individual engagement; b) peer interaction and mutual support; and c) collaborative creation of educational scenarios and artefacts. The analysis used a mixed method that combines data from teachers’ active engagement through the MOOC platform records and quantitative and qualitative data from their responses to a post-survey questionnaire.FindingsThe analysis of the research data provided supportive evidence that the design framework was effective towards promoting teachers’ active engagement, peer interaction and support and development of learning design abilities to integrate collaborative writing with GDs in their classrooms. The findings showed that the majority of participants conceptualized this MOOC as an efficient environment to enhance their pedagogical knowledge and classroom practices and to support continuous professional development.Research limitations/implicationsThe findings of this study may be limited by the specific sample and the context of implementation. Future research is expected to critically analyse existing results in combination with qualitative data from detailed interviews of participants in this teacher professional development MOOC.Practical implicationsThe results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom; b) defining concrete learning objectives of the course; c) promoting teachers’ collaborative learning; and d) creating a learning community among peers.Originality/valueThis paper presents a systematic analysis of teachers’ engagement in a teacher professional development MOOC, designed to support collaborative and self-directed learning. The results are expected to be significant and valuable for wider educational contexts, as MOOCs for teacher professional development is a new, ambitious topic for both research and educational policies.

APA, Harvard, Vancouver, ISO, and other styles

44

Compen, Boukje, and Wouter Schelfhout. "Collaborative Curriculum Design in the Context of Financial Literacy Education." Journal of Risk and Financial Management 14, no. 6 (2021): 234. http://dx.doi.org/10.3390/jrfm14060234.

Full text

Abstract:

Financial literacy education is being integrated into school curricula at an increasing frequency. However, the majority of teachers lack the required competencies and teacher self-efficacy to effectively teach financial topics. In this study, we evaluated whether participation in teacher design teams (TDTs) results in high-quality educational materials, encouragement of professional learning, and ultimately, enhanced teacher self-efficacy in the face of pending curriculum reform. We conducted an exploratory multiple-case study in Flanders, Belgium. Data were collected from two TDTs that developed materials aligning with the financial literacy learning standards. We observed the team meetings and conducted interviews with the participating teachers and the team coach. Our results suggest that participation in TDTs supports the three outcome variables that we examined. However, they also revealed that each outcome shows room for improvement. Furthermore, the data provided additional evidence for the importance of meeting several input and process factors that had been previously shown to be essential for effective TDT function.

APA, Harvard, Vancouver, ISO, and other styles

45

Hunsaker, Linda, and Marilyn Johnston. "Teacher Under Construction: A Collaborative Case Study of Teacher Change." American Educational Research Journal 29, no. 2 (1992): 350–72. http://dx.doi.org/10.3102/00028312029002350.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Brinia, Vasiliki, Reni Giannimara, Paraskevi Psoni, and George Stamatakis. "Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views." Global Journal of Educational Studies 4, no. 1 (2018): 57. http://dx.doi.org/10.5296/gjes.v4i1.12607.

Full text

Abstract:

The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

APA, Harvard, Vancouver, ISO, and other styles

47

Dobber, Marjolein, Sanne F. Akkerman, Nico Verloop, and Jan D. Vermunt. "Student teachers’ collaborative research: Small-scale research projects during teacher education." Teaching and Teacher Education 28, no. 4 (2012): 609–17. http://dx.doi.org/10.1016/j.tate.2012.01.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

McNamee, Therese, and Sandra Patton. "Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder." Irish Journal of Occupational Therapy 46, no. 1 (2018): 46–58. http://dx.doi.org/10.1108/ijot-12-2017-0026.

Full text

Abstract:

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

APA, Harvard, Vancouver, ISO, and other styles

49

Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.

Full text

Abstract:

Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.

APA, Harvard, Vancouver, ISO, and other styles

50

Wood, Keith. "Teacher learning through collaboration." International Journal for Lesson and Learning Studies 6, no. 3 (2017): 186–89. http://dx.doi.org/10.1108/ijlls-05-2017-0025.

Full text

Abstract:

Purpose The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Collaborative teacher education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles