再版：问题、过程和承诺：对合作解决少数民族教师短缺问题的思考

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-03-01 DOI:10.1177/00224871231161452

A. Goodwin

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引用次数: 0

摘要

本文描述了一个九所大学联盟的工作，旨在解决少数民族教师短缺的问题。首先，介绍了财团的成立、目标和活动。然后，根据文献中确定的九个因素对合作过程进行分析，这些因素是有效合作的贡献者：（a）机构官员的承诺，（b）共同的需求和利益，（c）目标、角色和控制的明确性，（d）充足的时间，（e）精力，（f）有效的沟通，（g）资源，（h）领导力，以及（i）持续的评估。分析结果确定了支持成功合作的三个额外因素：（a）合作水平，（b）持续的重新定义，以及（c）避免机构间冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Reprint: Problems, Process, and Promise: Reflections on a Collaborative Approach to the Solution of the Minority Teacher Shortage

This paper describes the work of a nine-college consortium that aimed to address the minority teacher shortage. First, the consortium's beginnings, aims, and activities are presented. Then the collaborative process is analyzed in terms of nine factors that have been identified in the literature as contributors to effective collaboration: (a) commitment of institutional officials, (b) mutual needs and interests, (c) clarity about goals, roles, and control, (d) sufficient time, (e) energy, (f) effective communication, (g) resources, (h) leadership, and (i) ongoing evaluation. The analysis resulted in the identification of three additional factors that support successful collaboration: (a) levels of collaboration, (b) continual redefinition, and (c) avoidance of interinstitutional conflicts.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).