Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers
Promoting critical conversations: the distinctive contribution of higher education as a partner in the professional preparation of new teachers
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促进批判性对话：高等教育作为新教师专业准备合作伙伴的独特贡献
DOI：
10.1080/02607470600782252
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
K. Burn
中科院分区：
文献类型：
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作者：
K. Burn
高等教育机构长期以来一直认为，他们有一个独特的和关键的作用，作为合作伙伴在初始教师教育。这项研究通过探索高等教育的贡献以及它旨在补充的校本投入来评估这一说法。在一个建立良好的“合作”伙伴关系中使用案例研究方法，重点是关于选择适当的课程活动的建议，从18个大学课程中收集数据，并从四位经验丰富的导师的每周导师会议中收集数据。尽管个别学校之间存在重大差异，但合作伙伴之间在实质性建议方面存在高度一致性。大学导师的投入与学校导师的投入明显不同，这体现在向学员提供的程序性建议的明确性质、每个人提出建议时所依据的来源以及思想受到严格审查的程度。
Higher education institutions have long argued that they have a distinctive and critical role to play as partners in initial teacher education. This research offers an evaluation of this claim by exploring the contribution of higher education alongside the school‐based input it is intended to complement. Using a case study approach within a well‐established ‘collaborative’ partnership, focused on advice about choosing appropriate lesson activities, data were collected from 18 university‐based sessions, and from the weekly mentor meetings of four experienced mentors. Despite important differences between individual schools, a high level of consistency was found between the partners in terms of their substantive recommendations. Where the university tutors' input was clearly distinctive from that of school‐based mentors was in the explicit nature of the procedural advice given to trainees, the sources on which each drew in making their recommendations, and in the extent to which ideas were subjected to critical scrutiny.