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West Ashley Library
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Phone: (843) 889-3300
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An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers
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- Author(s): Steele, Annfrid R.
- Language:
English- Source:
Issues in Educational Research. 2017 27(3):582-599.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: [email protected]; Web site: http://www.waier.org.au
- Peer Reviewed: Y
- Source: 18
- Education Level: Higher Education
Postsecondary Education - Subject Terms: College School Cooperation; Supervisor Supervisee Relationship; Supervisory Methods; Partnerships in Education; Teacher Collaboration; Preservice Teacher Education; Action Research; Experiential Learning; Models; Student Teaching; Student Teacher Supervisors; Bachelors Degrees; Educational Practices; Seminars; Meetings; Theses; Transcripts (Written Records); Research and Development; Teacher Attitudes; Student Teacher Attitudes; Foreign Countries
- Subject Terms:
- ISSN: 1837-6290
- Abstract: There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. Third-space collaborative partnership models between university-based and school-based teachers, who share responsibility for student teachers' learning, have been promising. However, research shows the implications of partnerships as being unbalanced; the university retains control over the definition and delivery of knowledge, and most activities take place on campus. This action research study focuses on how adaptive joint supervision between school-based and university-based teachers is carried out with regard to student teachers' action learning projects. This process initiated mutual learning and understanding of research-based knowledge between the participants in a non-hierarchical, authentic partnership. The present study shows how this can become a supervision model for developing partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers' professional development.
- Abstract: As Provided
- Number of References: 44
- Publication Date: 2017
- Accession Number: EJ1150992
- Availability:
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