Community building of (student) teachers and a teacher educator in a school–university partnership (original) (raw)
Related papers
University-School Partnership. Creating Communities of Learning.pdf
The partnership between University and Society is very important for the development of both of them. Society, depending on its needs for scientific knowledge, research and education, establishes and supports universities and the University offers its research achievements and new scientists in the service of society. Within the framework of the partnership, with the active involvement of university teachers, university student teachers, school teachers, community agencies concerned with the school (e.g. parents’ association, Municipality etc.) can be established learning communities or communities of practice (practice communities), linking institutions (university - school) which have strong educational and social participation in the system of production and dissemination of knowledge, but often appear as different worlds that coexist in the same society without sufficient contact and collaboration between them. In learning communities, participants work together as a research team to achieve learning goals, to tackle problems and to develop themselves personally, professionally, socially.
The Complementary School-University Partnership through the Lens of a Learning Community
2020
The paper includes the results of a descriptive case-study in which a university-based Hungar- ian practice school is compared to the model of Professional Development School. Data sourc- es include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university’s practice school (N=22). The data were collected via a set of questionnaires and analyzed with descriptive and mathemati- cal statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any par- ties’ beliefs. The main goal of the school practice is to improve candidates’ individual skills, but those of enhancing collaboration are not developed adequately...
This research presents the results of a survey carried out in order to evaluate the impact of cooperative learning training delivered by CeSeDi (Centre of Didactic Services) across ten years. CeSeDi is a public institution operating in the Turin District in the field of in-service teacher education. Specifically, we collected data about the following dimensions: a) the impact of training on teachers' educational competences (e.g. classroom management, improvement of pupils' cognitive abilities, etc); b) the role of individual and organizational factors in the process of training transfer; c) the impact of a group of teachers playing the role of coaches for the implementation of cooperative learning methods in different schools; d) the role of school-networks in the improvement of teaching and learning quality; e) the nature and the dynamics of learning within a professional community composed by expert teachers. The data was analyzed using both quantitative and qualitative methods. We interviewed 293 teachers and 12 expert teachers. We collected the quantitative data through a web engine solution based on the Opinio platform. We had 293 respondents out of 542 subjects among those inserted on CESEDI database (54%). The results of both qualitative and quantitative data analysis seem to show that teachers who work in coached schools feel better about the work climate and their professional role.
Learning Environments Research, 2012
To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanismoutcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.
icicte.org
This article aims to present and reflect upon the process of supporting communities of cooperative teachers in training initiatives on the educational use of LMS platform. The results of our analysis and reflection take as empirical data 7 field workshops developed with nearly 150 Portuguese teachers, ran during two school-years. The identification of restrictive factors and enabling strategies for supporting teachers' cooperative practices are also reported. The rationale for this analysis draws on the work of Jean Lave and Etienne Wenger, particularly on the notion of 'learning as participation in communities of practice', as well as Vygotsky's socio-cultural development theory and `expansive learning' as viewed by Activity Theory.
Teacher´s Learning and Collaboration Using Innovative Teams: Professional Learning Community
2016
The 21st century is a challenge for education at all levels and the way that students learn is a challenge which invites teachers to improve learning experience techniques. This research presents the results of the implementation of an innovative educational project conducted at TEC de Monterrey at Campus Leon from August 2014 to May 2015, in which 8 teachers from four different subject areas: Basic Sciences, Humanities and Social Sciences, Applied Engineering, Language and Communication, were involved. There were three main objectives for this research project. The first objective was to provide an overview of the terminological framework that describes the teaching collaboration. The second objective was to present the focus and depth of collaboration during the development of the different learning opportunities that were observed. The third objective consisted in listing the benefits observed for students, teachers and the institution. The factors that were initially viewed as a...
Developing designs for community development in four types of student teacher groups
Learning Environments Research, 2012
It is becoming increasingly important for teachers to collaborate. Teacher community is found to be a fruitful notion when thinking about improving collaboration. Teachers can be prepared for working in such communities during teacher education. We examined how the practice of collaboration within different types of groups in teacher education can be optimised, aiming at an improvement in the shared domain, group identity and shared interactional repertoire of these groups. We included four types of groups: subject matter groups, research groups, mentor groups and reflection groups. Focus groups with teacher educators, student teachers and community experts were conducted to gather ideas for the improvement of the institutional design for community development. Combining these ideas with the research literature, we formulated a list of design principles for each of the types of groups. In conversations with teacher educators, the viability of these principles was reviewed, resulting in particular sets of design principles for each group. These sets consist of principles which are already used within the groups, as well as principles that are completely new to the groups. The design arrangement for the mentor group consists of the largest number of design principles, while the smallest number of principles are applicable to the research group. The procedure used in this study can serve as an example of how to create a design aimed at the development of student teacher groups as social and collaborative learning environments.