Inquiring together: A pre-participation phase for a coteaching clinical practice model in teacher education

被引：1

作者：

Rees, Carol ^{[1
]}

Murphy, Colette ^{[2
]}

Kaur, Rupinder Deol ^{[1
]}

Brown, Alexis ^{[1
]}

机构：

[1] Thompson Rivers Univ, Fac Educ & Social Work, 805 TRU Way, Kamloops, BC V2C 0C8, Canada

[2] Trinity Coll Dublin, Sch Educ, Room 3087,Arts Bldg, Dublin 2, Ireland

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 117卷

关键词：

Teacher education; Coteaching practicum models; Pre-participation phase in coteaching; PROXIMAL DEVELOPMENT; PRESERVICE TEACHER; EXPERIENCES; ZONE;

D O I：

10.1016/j.tate.2022.103814

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This qualitative case study focused on the pre-participation phase of a three-year trial-run of a coteaching model for clinical practice within a teacher education program in western Canada. In this two-day workshop, teacher candidates, teacher mentors and faculty mentors worked in inter -professional groups on novel activities to discuss potential advantages and challenges. They identified five key issues necessary for the success of coteaching in their local context: Time, Building Relationships, Communication, Students See Teachers as Equal Partners, Engagement and Active Contribution. This pre -participation phase provided crucial support for upcoming coteaching by allowing concerns to be voiced and breaking down hierarchies. (C) 2022 Elsevier Ltd. All rights reserved.

引用

页数：12

共 27 条

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