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Coherence and Collaboration in Teacher Education Reform
Tom Russell, Suzin McPherson and Andrea K. Martin
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 26, No. 1 (2001), pp. 37-55
Published by: Canadian Society for the Study of Education
Stable URL: http://www.jstor.org/stable/1602144
Page Count: 19
You can always find the topics here!Topics: Teacher education, Teachers, Learning, Teaching methods, College instruction, Educational research, Universities, Collaborative learning, Beginning teachers, Epistemology
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Traditional teacher education programs, frequently criticized for ineffectiveness, are changing at several Canadian universities. A range of literature on reform in teacher education suggests that coherence among program elements and collaborative environments are key features of successful reforms. Using a framework of critical analysis, we examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers' voices and experiences, school-university collaboration, and scaffolded induction into the profession. Without direct attention to coherence in program design and delivery and collaboration among stakeholders, reform efforts seem unlikely to succeed. /// L'étude analyse les lacunes des programmes traditionnels de formation à l'enseignement et se penche sur certaines caractéristiques des nouvelles approches, dont la prise en compte des opinions et expériences des enseignants en formation, la collaboration entre l'université et l'école et l'encadrement des nouveaux enseignants durant leur période de probation. La cohérence entre la conception et la prestation des programmes et la collaboration entre les intéressés sont essentiels pour le succès des efforts de réforme.
Canadian Journal of Education / Revue canadienne de l'éducation © 2001 Canadian Society for the Study of Education