International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teacher collaboration
Page 9/12
117 items
81
This article reports on a study concerns 4 years of collaboration between secondary school teachers and academic researchers, constituting an emerging community of inquiry into mathematics teaching.
Published: 2010
Updated: May. 26, 2011
82
This paper reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. The authors describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties. Furthermore, the authors analyze the role that joint reflection plays in promoting this change.
Published: 2010
Updated: May. 26, 2011
83
The main purpose of this research was to examine how conceptions of teacher knowledge and learning emerged within a collaborative action research community. This study occurred over a 3-year period from 2004 to 2007 and involved over 50 teachers from three different school districts. However, the article highlights the experiences and learning of one of those teachers, Katrina. The experiences of Katrina provide detailed insight into the nature of learning within an action research community of practice. This learning reflects many of the characteristics of the “knowledge-of-practice” conception.
Published: 2010
Updated: May. 19, 2011
84
This paper reports on how science teachers as action researchers investigated their teaching roles through autobiographical and collaborative reflection to become familiar with the changes in their teaching role when teaching with computer technology. Furthermore, the article details the author's role as the facilitator of the collaborative action research project.The design of the study was framed by the action research space framework and the conditions for quality collaborative action research framework. Collaborative sharing of teaching and learning experiences helped participants negotiate the changes in their teaching roles and also revealed how they underscored these changes in relation to students’ learning of science content.
Published: 2010
Updated: May. 19, 2011
85
The current paper discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. This paper provides an overview of essential forms and functions of narrative. In this discussion, the authors provide illustrative examples of their teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level.
Published: 2010
Updated: May. 10, 2011
86
The current study describes a professional development project modeled on a professional development community. The project focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, and professional development with the adaptation of new teaching dispositions and a sense of efficacy.
Published: 2010
Updated: Apr. 26, 2011
87
This article examines how collaborative practice between special and general education teachers complicates the configuration of their professional identities. The article uses the framework of 'figured world' to scrutinize the practice of one special educator, Stephanie.
Published: 2010
Updated: Apr. 26, 2011
88
The current article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education team. These self-studies were originally presented at the Seventh International Conference on Self-Study of Teacher Education Practices in 2008. Revisiting and retelling these stories for the purpose of this article highlighted surfaced three concepts: territory, the expert as novice, and de-idealization. These concepts then led the authors to identify the three dimensions of territory, knowledge, and values.
Published: 2010
Updated: Feb. 21, 2011
89
The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Published: 2010
Updated: Feb. 21, 2011
90
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Published: 2010
Updated: Jan. 04, 2011