初级教师教育中的共享教学:学生和教师的优势和困难。

David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá
{"title":"初级教师教育中的共享教学:学生和教师的优势和困难。","authors":"David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá","doi":"10.1344/REIRE2019.12.227430","DOIUrl":null,"url":null,"abstract":"Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.","PeriodicalId":335563,"journal":{"name":"REIRE Revista d Innovaci� i Recerca en Educaci�","volume":"19 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Docencia compartida en la formación inicial del profesorado: potencialidades y dificultades según los estudiantes y los profesores.\",\"authors\":\"David Durán Gisbert, Marta Flores Coll, Óscar Mas Torelló, J. M. S. Gavaldá\",\"doi\":\"10.1344/REIRE2019.12.227430\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.\",\"PeriodicalId\":335563,\"journal\":{\"name\":\"REIRE Revista d Innovaci� i Recerca en Educaci�\",\"volume\":\"19 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"REIRE Revista d Innovaci� i Recerca en Educaci�\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1344/REIRE2019.12.227430\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"REIRE Revista d Innovaci� i Recerca en Educaci�","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1344/REIRE2019.12.227430","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

导读:合作教学,即两位教师与同一组学生一起工作,共享同一教室,被认为是一种强大的学习工具,无论是对学生还是对实习教师。本研究的目的是找出在小学和高等教育中实行联合教学的好处和困难。方法:108名教育专业学生被分为两组:一组在两次会议中接受联合教学方法的培训,另一组接受相同的培训,但没有接受联合教学方法。本研究采用混合设计:采用准实验设计的定量研究,假设在测试前和测试后对合作教学的知识和态度有一定的改善;以及一项基于学生(通过问卷调查)和教师(通过访谈)看法的定性研究。结果:定量结果证实了假设,定性研究从教师和学生的反应中揭示了合作教学的一些潜力。讨论:合作教学的好处因环境而异;尽管存在困难,特别是在大学环境中,但研究结果表明,在教师教育的初始阶段,需要使用合作教学方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Docencia compartida en la formación inicial del profesorado: potencialidades y dificultades según los estudiantes y los profesores.
Introduction: Co-teaching, when two teachers work together with the same group of students and share the same classroom, is considered a powerful tool for learning, both for students and for trainee teachers. The study aims to identify the benefits and difficulties of co-teaching in primary and higher education. Method: A sample of 108 education students was divided in two groups: one that was trained in co-teaching during two sessions using co-teaching methodology and one that received the same training but without co-teaching methodology. The research adopted a mixed design: a quantitative study using a quasi-experimental design with a comparison group that hypothesized certain improvements in knowledge and attitudes about co-teaching in the pre- and post- test; and a qualitative study based on the perceptions of students (through a questionnaire) and teachers (through interviews). Results: The quantitative results confirm the hypothesis and the qualitative study reveals some of the potentialities of co-teaching as observed in the teachers’ and students’ responses. Discussion: The benefits of co-teaching differ according to the setting; and despite the difficulties, especially in the university setting, the results point to the need to use co-teaching methodology in the initial stages of teacher education.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信