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This paper describes the experiences of four university teacher education institutions collaborating in an European Union-funded project called the REFLECT project: the Universities of Barcelona (Spain), Exeter (England), Trondheim (Norway), and Utrecht (Netherlands). The project s focus is on the development of reflective competencies in preservice and beginning teachers using various modes of distance education, especially remote computer conferencing or "tele-guidance." In this partnership, the participants collaborate on two levels: first, collaboration between teacher-educators developing a pedagogy of tele-teaching and, second, collaboration between university teachers and student teachers during preservice teaching experiences. Each institution used a different theoretical model to develop reflectivity and different electronic delivery modes varying from video conferencing to one-to-one e-mail. All tele-tutoring was embedded in regular teacher training. The Dutch experiences indicated that an established organization with common standards for the exchange of messages is a critical condition for a well-functioning computer conference. The Exeter experiences focused on analysis of teaching of the subject versus analysis of performance in the communications process. The Utrecht project focused on reflection as part of a problem solving process and the Barcelona project on the degree to which teachers critically reflect on values embedded in their thinking and practice. Results of a survey of telecommunications use in European teacher education are also reported. (Contains 43 references.) (JLS)

Descriptors: Beginning Teachers, Distance Education, Educational Technology, Elementary Secondary Education, Foreign Countries, Higher Education, Inservice Teacher Education, Mentors, Preservice Teacher Education, Reflective Teaching, Student Teachers, Teacher Education Programs, Technological Advancement, Transfer of Training

Autor: Veen, Wim; And Others


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