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Das Lehramt im Praktikum lernen: Die Rolle des Anderen, Modalitäten der Aneignung und professionelles Wissen
Abstract
Dieses Kapitel exploriert den Prozess des Lernens des Lehrerberufs, der in einem Praktikum stattfindet, indem es die Perspektive des situierten Lernens anwendet, um die Rolle anderer Akteure als Treiber des Lernens, die Modalitäten der Aneignung von Beiträgen der Anderen durch Trainee-Lehrkräfte und das von ihnen erlernte berufliche Wissen zu untersuchen. Es beinhaltet eine explorative Fallstudie mit 13 Trainees aus zwei chilenischen Ausbildungszentren. Das Selbstkonfrontationsinterview wurde als Technik zur Informationserzeugung verwendet, mit insgesamt 28 Stunden Tonaufnahmen, die transkribiert und durch Analyse von konzeptualisierenden Kategorien codiert wurden. Die Ergebnisse zeigen, dass die Interaktion mit verschiedenen Akteuren eine Quelle des Lernens ist. Das Vorhandensein/Fehlen von pädagogischer Intentionalität in der Beteiligung des Anderen am beruflichen Lernprozess der Trainee-Lehrkräfte führt uns auch dazu, Interaktionen zu betrachten, die pädagogisiert sind; d. h., die auftretenden Elemente sollen als berufliches Wissen verstanden werden, während andere kein pädagogisches Ziel haben. Schließlich teilen die verschiedenen Modalitäten der Wissensaneignung die Tatsache, dass sie verschiedene Arten der Nutzung des Anderen als Treiber des Lernens und des Aufbaus von Berufswissen darstellen, das in den pädagogischen Interventionen der Trainee-Lehrkräfte kontextualisiert ist.
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Resumen Este artículo aborda la práctica profesional en la formación inicial del profesorado como un proceso de aculturación basado en la apropiación de saberes adaptados al contexto escolar. Para ello, se moviliza la tipología de saberes profesionales de Shulman (1986, 1987) con el fin de identificar aquellos que le son propios a la cultura del profesorado. Se estudia el caso de 3 parejas practicante-supervisor provenientes de 3 centros de formación del profesorado en Chile. Los resultados revelan que los saberes más significativos para practicantes y supervisores son en torno a la pedagogía general, las características de los alumnos y el contenido pedagógico. Con ello, se forma hacia una cultura profesional donde los saberes deben adaptarse a las situaciones movilizando lo que hemos llamado una “inteligencia situacional” que se despliega en el pasado (lo que se hizo), el presente (lo que se hace) y el futuro (lo que se proyecta hacer).
Cette thèse de doctorat s’intéresse à ce que les enseignants du Québec connaissent de leurs élèves. Plus spécifiquement, ce travail se situe dans le champ de recherche sur les savoirs professionnels des enseignants et, plus largement, celui de la professionnalisation de l’enseignement. L’étude de la connaissance de l’élève, jusqu’ici peu explorée ou peu détaillée, nous permet d’aborder la façon dont les enseignants d’aujourd’hui adaptent et modifient leurs pratiques en fonction des élèves dans leurs classes.
Pour ce faire, nous étudions la question de la connaissance de l’élève par les enseignants sous trois dimensions. D’abord, nous tentons de mieux comprendre la nature de ce type de connaissance. Selon Anderson et al. (2001), trois principales connaissances sont à l’œuvre dans le travail professionnel : des connaissances factuelles, des connaissances conceptuelles et des connaissances procédurales. Ainsi, en premier lieu, nous décrivons ces trois types de connaissances.
Ensuite, nous interrogeons l’origine de la connaissance de l’élève. Plusieurs auteurs, notamment Shulman (1987 : 2004) dont les travaux sur le Teachers Knowledge Base for Teaching (base de connaissances) furent fondateurs, supportent l’idée que c’est l’expérience pratique qui en est la principale source, dans la mesure où c’est elle qui contribue le plus à l’apprentissage des enseignants. Or, considérant que la formation initiale à l’enseignement transmet également de nombreux savoirs lors de la formation initiale de quatre ans, nous tentons dans un deuxième temps de mieux comprendre d’où provient la connaissance de l’élève.
Par la suite, nous nous intéressons à la manière dont est mobilisée la connaissance de l’élève dans les pratiques enseignantes. En effet, nous pensons que notre projet doctoral ne serait pas complet sans essayer de mieux cerner la mobilisation de cette connaissance dans les activités quotidiennes de l’enseignant avec ses élèves. En troisième lieu, nous décrivons les différentes actions de l’enseignant qui sont influencées ou modulées en fonction des connaissances qu’il possède à propos de ses élèves.
À l’aide d’entrevues semi-dirigées (n=25) et de quatre groupes de discussion, ainsi que de l’analyse thématique de leurs transcriptions, nous proposons une vision d’ensemble de la connaissance de l’élève qu’ont les enseignants. Les personnes interrogées ont toutes entre 3 et 8 ans d’expérience en enseignement et travaillent principalement dans la grande région de Montréal. Ils sont enseignants au préscolaire-primaire, au secondaire, en éducation physique et à la santé, en adaptation scolaire et à la formation générale des adultes.
Nos résultats montrent que les enseignants possèdent différentes connaissances sur leurs élèves, qu’elles varient selon la matière enseignée et le cycle d’enseignement, qu’ils apprennent sur eux principalement sur le terrain et qu’ils utilisent la connaissance de l’élève dans de nombreuses actions et décisions quotidiennement.
Au fil de cette recherche doctorale, il est apparu qu’il n’est pas aisé de circonscrire ce type de connaissance et de bien saisir comment l’enseignant la prend en compte dans son enseignement. Cependant, nous pensons que notre étude mène à des éclaircissements importants dans la manière de concevoir les savoirs professionnels des enseignants, a de fortes implications pour la formation initiale à l’enseignement, tout en proposant une compréhension plus juste du travail enseignant avec les élèves.
Mots-clés : connaissance de l’élève ; savoirs enseignants ; base de connaissances pour enseigner ; formation initiale des maîtres
Abstract
This doctoral thesis focuses on what teachers in Quebec know about their students. More specifically, we insert this work in the field of research on teachers' professional knowledge and, more broadly, within the concept of the professionalization of teaching. The study of teachers' knowledge about students, which until now has been little studied or not very detailed, allows us to address the way in which today's teachers adapt and modify their practices in relation to the students in their classrooms.
To do so, we study teachers' knowledge about students in three dimensions. First, we try to better understand the nature of this type of knowledge. According to Anderson and al. (2001), there are three main types of knowledge: factual knowledge, conceptual knowledge and procedural knowledge. In our theoretical framework, we detail these three types of knowledge.
Next, we question the source of knowledge about students. According to several authors, notably Shulman (1987), whose work on the knowledge base for teaching was seminal, supports the idea that it is practical experience that most trains teachers. However, considering that pre-service teacher education also transmits a great deal of knowledge through the four years of the program, we try to gain a better understanding of where the student's knowledge comes from.
Then, we look at how knowledge about students is mobilized in teachers » practices. Indeed, we believe that our doctoral project would not be complete without trying to better define the mobilization of this knowledge in the daily activities of the teacher with these students. Therefore, we describe the different actions of the teacher that are influenced or modulated according to the knowledge he has about his students.
Based on the thematic analysis of semi-structured interview (n=25) and four focus group, we believe that we can draw a portrait of the knowledge about students. The interviewed teacher’s all have between 3 and 8 years of teaching experience and work mainly in the Greater Montreal area. They are teachers in preschool and elementary school, secondary school, physical and health education (PHE), special education and general adult education.
Our results show that teachers have different type of knowledge about their students, that their knowledge varies according to the subject matter and cycle of teaching, that they learn on them through experience and that they use their knowledge about students in many actions and decision every day.
At the end, we will see that it is not easy to define this type of knowledge and to understand how teachers take it into account in their teaching. However, we believe that our study leads to important clarifications in the way teachers' professional knowledge is conceived, has strong implications for teacher education, and leads to a more accurate understanding of teachers work with students.
Keywords: teacher’s knowledge about students; knowledge base for teaching; teacher education
Background
Service-learning is an approach in teacher education to expose pre-service teachers (PSTs) to experiences they will encounter when they enter the profession. During these service-learning experiences, PSTs experience issues related to behavior. K-12 students are increasingly diverse, and teachers and schools must adapt to meet their needs.
Purpose
This study examined how PSTs described issues related to behavior management and issues of culture when participating in a service-learning program in a low-income community.
Methods
This study employed a case study approach to investigate PST’s experiences conducting an afterschool program in a diverse low-socioeconomic area. Nine PSTs delivered the REACH program at an elementary school and met twice per week for two hours each day over the academic year. Session activities related to literacy development, fitness, nutrition, and character development. The REACH approach was grounded in Teaching Personal and Social Responsibility (Hellison 2003 Hellison, D. 2003. “Teaching Personal and Social Responsibility in Physical Education.” In Student Learning in Physical Education: Applying Research to Enhance Instruction , edited by S. J.Silverman, and C. D.Ennis , 241–254. Champaign, IL: Human Kinetics. [Google Scholar]. “Teaching Personal and Social Responsibility in Physical Education.” In Student Learning in Physical Education: Applying Research to Enhance Instruction, edited by S. J. Silverman, and C. D. Ennis, 241–254. Champaign, IL: Human Kinetics) and Positive Youth Development (Holt et al. 2017 Holt, N. L. , K. C.Neely, L. G.Statler, M.Camire, J.Cote, J.Fraser-Thomas, et al. 2017. “A Grounded Theory of Positive Youth Development Through Sport Based on Results from a Qualitative Meta-Study.” International Review of Sport and Exercise Psychology 10: 1–49.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. “A Grounded Theory of Positive Youth Development Through Sport Based on Results from a Qualitative Meta-Study.” International Review of Sport and Exercise Psychology 10: 1–49). Data were collected via journals and semi-structured interviews. Open and axial coding techniques were used for data analysis. Social Cognitive Theory (Bandura 1986 Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory . Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall) was used as a theoretical framework.
Findings
Two main themes emerged; the first relates to how PSTs navigated issues of behavior management. Specifically, the problems that PSTs had navigating off-task behaviors, learning through trial and error, and what students do and say are not always rational to adults. The second main theme describes how PSTs negotiated working at a low-income school. This theme includes insight into PSTs’ personal growth as well as how they navigated issues of cultural competence.
Discussion
PSTs conveyed many issues including gaining and maintaining student attention, participation levels, and dealing with off-task behaviors. Even though the PSTs had learned positive behavior management techniques, they used exercise as punishment because students asked for it. Listening to students helped PSTs in understanding their students’ needs and how they perceive their environment. Additionally, cultural biases, similarities, and differences between PSTs and the students were discussed and how that might have impacted the learning environment. Language, specifically not being able to speak Spanish, was a barrier but did not affect PSTs’ ability to develop relationships with their students.
Conclusions
This study provides a greater understanding of the social dynamic between service providers and recipients during service-learning opportunities. Findings indicate that additional attention needs to be afforded to the development of behavior management skills in PSTs. This includes providing structured hands-on experiences for PSTs to navigate alternate behavior management strategies. Lastly, PSTs should be purposely exposed to teaching children from cultures and experiences different than their own, to help develop culturally responsible teachers.
This article reported how five preservice teachers constructed and developed their teacher identity in a year-long teacher residency partnered between a university-based teacher education program and schools in Louisiana, United States. Drawing on a sociocultural approach to identity development and the ‘third space’ theory, qualitative data were collected from individual interviews, classroom observations, and document analysis. Findings suggested that participants experienced an ongoing teacher identity construction while learning to teach in the hybrid, in-between ‘third space’ residency. Key elements of the residency, including the mentored co-teaching experiences and learning opportunities situated in authentic school contexts, facilitated the participants’ learning about teaching and teacher identity negotiation. Implications for teacher education practice, policy, and research were discussed.
The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills, and also whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively impacted performance.
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.
Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.
Visionner le travail ou se visionner au travail sert-il à s’y former ?
Cet ouvrage collectif cherche à rendre accessibles les différentes mises en tension possibles entre le concept d’activité et la vidéo-formation des enseignants. Pour ce faire, il est structuré autour de différentes lectures théoriques du concept d’activité servant d’ancrage à la conception et aux mises en œuvre pratiques exploitant le visionnage de vidéos. Les lecteurs pourront donc trouver dans cet ouvrage des ressources « théoriques » pour se familiariser avec les différentes appréhensions du concept d’activité et des ressources « technologiques » concrètes, au travers de la présentation de dispositifs de vidéo-formation mis en œuvre et évalués. Par cette double entrée, l’ouvrage s’adresse tant aux formateurs qu’aux chercheurs intéressés par ce domaine de recherche dans le champ de l’éducation et de la formation.
This article presents the findings of a research which studied the practicum as a device of teacher education, with the aim of analysing the learning produced by the teaching of a discipline, as carried out by pre-service teachers of History and Social Sciences. Particularly, this paper presents the analysis of the reflective process experienced by student teachers about their learning developed in this educational modality. To do this, we applied different types of interviews associated to class observations. To analyse the information, we followed principles from Grounded Theory and the elaboration of a Thick Description. The findings suggest that student teachers incorporate a variety of learning contents related to the teaching of the discipline and to the work as a teacher in a wider sense. These contents are acquired through diverse performances that involve action, study and reflection, and which take place in diverse settings and are influenced by different actors.
RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.
This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.
A common concern in teacher education programs is the fragmentation
of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging.
We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
Succinctly but no less rigorously, this work tries to explain the historical precedents of the Greek concept of mímesis, tackling different perspectives of the academic discussion. According to the magical-religious origin of this word, we must keep in mind that its early meaning was much richer and more complex than our massive and modern notion of resemblance or representation.
This self-study examined the communication approaches of 15 university supervisors who oversaw teacher candidates enrolled in year-long, co-taught P-12 clinical experiences. Supervisors attended 20 hours of professional learning on pre-service co-teaching, developmental supervision, and instructional coaching. Findings indicated that our supervisors primarily used collaborative and nondirective communication approaches to improve candidates’ teaching skills, while facilitating collegial relationships between collaborating teachers and teacher candidates engaging in co-teaching, co-reflection, and co-generative dialogs. Ultimately, our findings suggested that these collaborative and nondirective communicative approaches played a significant role to enable our candidates to demonstrate self-directed and self-regulated learning.
This paper describes a cooperation between professionals from the Geneva’s University Hospitals and our research unit, dealing with a vocational training program for nurses anesthetists using simulation at the SimulHUG Center. Our ergonomic approach of vocational education is presented, based on the assumption of autonomy of the human activity (Theureau, 2004, 2006). This current program counts, at the moment, three stages. After a quick presentation of the training device’s first version, we summarize the typical results obtained in Step 2 and areas of possible enrichment planned. The conclusion briefly discusses the nature of relationship between researchers, trainers and principles of cooperation among them.
Esta investigación pretende contribuir al conocimiento de la influencia del Practicumen el desarrollo de competencias por parte de los maestros y maestras en su formación inicial. Se expone una revisión de estudios en esta materia y la evolución de la metodología docente empleada en Practicum en la Facultad de Ciencias de la Educación de la Universidad de Córdoba. Se presentan las bases del modelo actual de Practicum, focalizado en el Aprendizaje Basado en Problemas mediante Coaching Multidimensional (modelo ABP-CM) especialmente diseñado para potenciar el desarrollo de competencias. Se realizó un estudio pretest/postest con la finalidad de estudiar el impacto del Practicum bajo el modelo ABP-CM sobre la propia percepción del alumnado del desarrollo de sus competencias. Entre pretest y postest solo medió la experiencia formativa de Prácticum I del grado de Educación Primaria. En el pretest participaron 145 estudiantes y en el postest 196. Los datos se recogieron mediante un cuestionario auto-informe compuesto por ítems sobre el grado auto-percibido de desarrollo de competencias transversales, específicas y prácticas. Los resultados muestran un avance significativo en el desarrollo auto-percibido de la mitad de las competencias. Se vieron mejoradas: un tercio de las competencias transversales (especialmente las personales y sistémicas); más dela mitad de las competencias específicas; y tres cuartas partes de las competencias concretas de Practicum. La naturaleza de muchas de las competencias más beneficiadas es concordante con la naturaleza de las estrategias docentes empleadas, lo que nos lleva a inferir que el modelo ABP-CM desarrollado en Practicum es un buen catalizador para el desarrollo y cristalización de competencias.
This article investigates the predominant supervision styles and the relationships between beliefs and styles of supervision in the practical component of initial teacher training. The research considers a concurrent mixed design which, by means of questionnaires and interviews, is applied to 12 supervisors of teaching practices in service. Cluster analysis and content analysis were performed to obtain specific data. The results indicate that among practice supervisors there is a dominant collaborative style, with directive connotations; however, the notion of teaching professionalism is still blurred due to inconsistencies between their beliefs on their professional role as trainers; the very domain as expert; and the main style of supervision.
Defining the process of learning as an apprenticeship--a social activity that is mediated by parents and peers who support and challenge the child's understanding and skills--Rogoff here explores the mental development of children. She draws from and expands on the work of Vygotsky in her examination of the dynamic relationship between thinking processes and the cultural context and gathers evidence from various areas--cognitive and developmental psychology, cultural psychology, anthropology, infancy studies, and communications research. By integrating available evidence and her own research, Rogoff provides a coherent and broadly based account of cognitive development in the sociocultural context. Written in a provocative and engaging style and supplemented by photographs and original drawings by the author, this book will be used by students as well as researchers in developmental, cognitive, and social psychology, and those in the related disciplines of communication, anthropology, and education.
Este artículo aborda las oportunidades que ofrece el currículum de la formación inicial docente para formar profesores reflexivos. Describe, mediante análisis de contenido, la concepción de la reflexión y acciones para su desarrollo presentes en los programas de cursos del plan de estudios de dos programas chilenos de formación de docentes de educación básica o primaria que declaran formar profesores reflexivos. Los hallazgos dan cuenta de una presencia más discursiva que práctica de la reflexión, tendencia a un enfoque cognitivo -propio de la reflexión técnica- particularmente en la formación teórica, caracterizado por la comprensión de una reflexión desde la teoría; y de una tendencia al enfoque metacognitivo –propio del tránsito desde la enseñanza a la práctica reflexiva- en la formación práctica, caracterizado por la reflexión desde la experiencia, a la luz de la teoría. Incipientes atisbos del enfoque de la práctica reflexiva, como reflexión generativa, a la luz de la experiencia y la teoría, capaz de modificar los conocimientos profesionales y mejorar el desempeño, incidiendo en el desarrollo profesional.
Despite the increasing practice and evidence of its potential, co-teaching has not become a widespread practice in schools yet. Research shows the need of helping teachers become aware of co-teaching as a good mechanism for peer learning among teachers. This study focuses on the changes in student teachers’ attitudes to use co-teaching through their perceptions as a tool for their own learning. Opting for a mixed-methods sequential explanatory design, 82 student teachers were divided into two groups, one receiving only conceptual training and the other one having the possibility to experience co-teaching in schools. It was hypothesized that the second group would improve their attitudes to use co-teaching more than the first group. A qualitative study was carried out to explore (1) students’ learning perceptions, (2) learning episodes in the out-of-class joint activity and (3) comparison between (1) and (2). Results confirm the hypothesis and find evidence from learning episodes to support students’ perceptions but show that there is not a clear match between students’ perceptions and contents from the learning episodes. Research implications and limitations are discussed.
This study examined four years of data on co-teachers in a teacher preparation program in the United States. Co-teachers were pre-service teachers and cooperating teachers participating in a single subject teaching practicum. Findings highlighted how pairs gained fluency, or proficient ways of collaborating, in co-teaching by engaging in five key practices: negotiating difference, sharing authority, co-mentoring, coaching in the moment, and immersing in real world teaching experiences. As co-teachers moved toward fluency, they reported increases in professional understanding and their abilities to meet the needs of students in their diverse, rural classrooms. Key implications are discussed.
Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices emphasizing collaboration and co-teaching among educators. Co-teaching in residencies is an area that remains largely unexplored. This study describes experiences of 37 residents and 35 mentors in three cohorts of a yearlong urban residency program as they engaged in co-teaching together in secondary math, science, and special education classrooms. Data included surveys on co-teaching and collaboration from residents and mentors, along with reflections on highlights and challenges of their co-teaching in the residency. Findings indicate that both residents and mentors had positive perceptions about the benefits of co-teaching, engaged in behaviors associated with effective co-teaching at least 1-2 times per week, and shared ideas related to communication and feedback, varied perspectives and shared ideas, benefits for students, logistics of co-teaching, sharing authority, and the motivation to do better.
Teacher efficacy, or teachers' feelings about their abilities in the classroom, remains a major component of educational research. We know that despite participating in shared or similar experiences, some preservice teachers (PSTs) develop feelings of teacher efficacy and some do not (Tschannen-Moran & Woolfolk Hoy, 2001). Yet, in-depth examinations into the specific practices of successful host schools are scarce in the deep field of teacher efficacy research (Klassen, Tze, Betts, & Gordon, 2011). We examine the deliberate actions of one Midwestern elementary school to establish a climate and co-teaching process that deliberately seeks to foster PST success and feelings of confidence in the classroom. We also discuss implications for teacher education.
Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates’ development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model’s current limitations.
Les différentes perspectives sociologiques, qui s’affrontent en sociologie des professions comme ailleurs, défendent des conceptions divergentes des savoirs professionnels. A chacune de ces conceptions correspondent un ou plusieurs modèles de formation des enseignants. Pour la perspective fonctionnaliste, ce sont des savoirs à base scientifique et des formations centrées sur l’acquisition des connaissances ; pour les interactionniste, des savoirs d’expérience et des formations centrées sur la démarche d’appropriation par le sujet ; pour la perspective critique et conflictualiste, des savoirs éthiques et des formations centrées sur l’analyse des implications sociales, morales et politiques de l’activité. Beaucoup de formateurs s’inspirent de ces modèles, parfois de manière exclusive, souvent de manière éclectique. Cela dépend de leur position.
The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
This mixed methods study examines the implementation of co-teaching as a model for the teacher education field experience. Participants included eight co-teaching pairs with the goal of determining the extent to which co-teaching occurred, conditions for success, and barriers to implementation. The authors posit that a continuum exists relative to co-teaching implementation with the cooperating teacher’s view of his/her role and the purpose of the field experience contributing to where each pair fell on this continuum. This study provides insight into the conditions necessary for coteaching as well as factors that inhibited pairs from moving beyond traditional student teaching.
Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills.
Résumé
Cet article porte sur la description d'une étape cruciale dans le processus d'apprentissage, celle d'un stage qualifié de réussi dans un programme de formation initiale à l'enseignement au secondaire. L'étude de cas décrit les apprentissages réalisés par un stagiaire et les interventions d'enseignants associés qui ont contribué à ces apprentissages. Cette étude veut illustrer qu'il est possible d'apprendre réellement à enseigner dans le cadre d'un stage et, partant, d'aller au-delà du développement de l'habileté à gérer efficacement une salle de classe.
Comparative viewpoint approaches in training and education: example of a study programme including the disciplined based “information-documentation” and the collective construction of knowledge in educational action research
The research topics mentioned in this paper are part of the changing education policies and reforms of teacher training in recent years. This original educational action research assumes to educate a group of professionals, motivated to integrate the disciplined based “information-documentation” into the curriculum, to identify also a set of problems, their possible transformation into research and to develop concepts for teaching and learning. It involves teachers in the development of training devices and encourages them to register their approaches in a university curriculum perspective. The aim is to view and to understand how future teachers manage what can be called an “info-diversity” in education and reflects criteria of intelligibility of teaching practice under construction. This topic reflects the different cross view point approaches, implemented by two multidisciplinary groups, focusing on observing and analysing the activity of future teachers. It emphasizes on the process of building knowledge by trainees and trainers and on the result of the analysis of the content of interactions between the different persons. Two concepts related to these methods are characterized : “interface object” and “nodal analysis”. The conclusion of this article will set forth an updated view of the target with the “subject persons” at the intersection of the Science of Communication and Information and the Science of Education and Training likely to be included in the curricula.
Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers cotaught science classes with student teachers. Through coteaching with student teachers, teachers expanded their teaching practice and developed new insights about their teaching. Coteaching served as professional development for the cooperating teachers. The experience provided them with renewed energy toward practice, opportunities to develop and implement curriculum, reflection as a catalyst for changing practice, and an expansion of professional roles into new arenas.
Résumé
Après avoir introduit certaines considérations générales sur la situation du corps enseignant face aux savoirs, cet article identifie et définit les divers savoirs qui interviennent dans la pratique enseignante, ainsi que les rapports qui s'établissent entre le corps enseignant et ces mêmes savoirs. Nous montrons: 1) que le savoir enseignant se compose de plusieurs savoirs qui proviennent de diverses sources, soit les savoirs disciplinaires, curriculaires, professionnels (comprenant les sciences de l'éducation et la pédagogie) et d'expérience; 2) que, tout en occupant une position stratégique au sein des savoirs sociaux, le corps enseignant est en même temps largement dévalué face aux savoirs qu'il possède et transmet; 3) enfin, en nous basant sur les matériaux d'une recherche en cours depuis quatre ans, nous consacrons la dernière partie de notre texte à discuter du statut particulier que les enseignants accordent aux savoirs d'expérience, puisqu'ils constituent pour eux, comme nous le verrons, les fondements de la pratique du métier et de la compétence professionnelle.