Coherence and Collaboration in Teacher Education Reform

Abstract

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.

Framing an Integrative Approach to the Education and Development of Teachers in Canada

“…Along the same line, Russell, McPherson, and Martin (2001) address what they call "the theory-practice divide" (p. 45) in Canadian pre-service teacher education programs and suggest school-university partnerships in teacher education to overcome such a divide. The authors also give consideration to the transition from being a teacher candidate to being a beginning teacher, although their concern is more with a well designed traditional mentoring program than with an integration of the different phases of the education of teachers as proposed here.…”

Developing and Applying In-Service Program for Spreading the Practical On-site Cooperation Model (POCoM)

“…교실수업의 개선과 교사의 수업지도 전문성을 위해 연수를 강조해 왔지만, 기존의 교사교육이나 연수가 반드시 효과적인 것만은 아니었다 (Little 1993;Park et al, 2001;Russell et al, 2001). 예를 들면, Smylie(1989) (Capobianco & Feldman, 2010;Chou, 2010).…”

“…셋째, 효과적인 연수를 위해서는 전문가에 의한 일방향적인 지도보다 는 교사들간의 협력과 의사소통을 통해 교사 자신의 경험과 지식들이 공유되도록 하는 것이 중요하다 (Chan & Pang, 2006;Russell, 2001 (Biesta, 2007;Hiebert et al, 2002;Kearns et al, 2010;Scharaw & Patall, 2013;Slavin, 2008 III. 연구방법 IV.…”

Integrating different forms of knowledge in the teaching qualification Diploma in Grade R Teaching

“…The glue holding together the process of designing and implementing a curriculum would be in the orientation and disposition of those involved in the process: Academic rigour characterised by multiple lenses, looking beyond the boundaries of the traditional types of knowledge for new combinations and articulations while maintaining a critical reflective stance. It is the constructive alignment with the foundations of the programme that needs to be prioritised (Russell et al 2001).…”