校本教师教育工作者在实地实践中的合作经验

Q1 Social Sciences
Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum
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引用次数: 0

摘要

本研究探讨挪威校本教师教育工作者(SBTEs)在教师教育中三方合作的经验。该研究采用混合方法,将定量调查数据(n = 242)与反思性期刊(n = 21)的定性见解相结合。尽管政府指示在教师教育中促进第三空间活动,但研究结果显示趋势与实际情况之间存在相当大的差异。大多数sbte单独工作,缺乏在合作学校内部和与大学合作的场所。本研究强调师徒能力的重要性,并建构第三空间活动以提升教师教育品质。密切关注学校领导和导师教育方案的作用,可以成为促进不同各方之间加强合作和协调一致的关键因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School-based teacher educators’ experiences of collaboration in field practice
This study explores Norwegian school-based teacher educators´ (SBTEs) experiences of tripartite collaboration in teacher education. Using a mixed-method approach, the study combines quantitative survey data (n = 242) with qualitative insights from reflective journals (n = 21). Despite governmental directives on facilitating third-space activity in teacher education, the findings reveal a considerable discrepancy between trends and actual practices. Most SBTEs work alone and lack arenas to collaborate, both within their partner schools and with the university. The study underscores the importance of mentoring competence, and structured third-space activities to enhance the quality of teacher education. Closer attention to the role of school leadership and mentor education programmes can be key factors in fostering enhanced collaboration and coherence among different parties.
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来源期刊
CiteScore
8.90
自引率
0.00%
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审稿时长
69 days
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