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This study examined how, prospective teachers, cooperating teachers, and university supervising instructors saw their roles as learners and teachers and what these individuals learned about learning and teaching English language arts in the context of a partnership arrangement between the University of Alberta's (Canada) Faculty of Education and McKernan Elementary-Junior High school, an urban, multicultural public school. The research method involved participation and observation during campus-based class time and during work with teachers and students at McKernan School and observations and interviews during a subsequent practicum. Data sources included field notes and journal, student and teacher journals, written documents, audiotaped interviews, writing conferences with education students, and observation and interviews with three education students in their practicum schools. Participants were 23 education students, 4 cooperating teachers, a school principal and assistant principal, and a university instructor. Overall, the research suggested that the partnership helped beginning and experienced teachers learn about adolescents, learning, and teaching. Experienced teachers at both levels had the opportunity to look in new ways at practices, theories, and students. By uniting the visions afforded by the university with the visions afforded by the rich immediate context of the school, education students and teachers gained richer, more balanced perspectives than either setting in isolation could offer. (Contains 21 references.) (JB)

Descriptors: College School Cooperation, English Teachers, Foreign Countries, Higher Education, Junior High School Students, Language Arts, Partnerships in Education, Poetry, Preservice Teacher Education, Secondary Education, Student Role, Student Teacher Supervisors, Student Teachers, Student Teaching, Teacher Role, Urban Schools











Autor: McClay, Jill

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10288&id=ED390849







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