The Dynamics of Interaction During Post‐lesson Conferences and the Development of Professional Activity: Study of a pre‐service physical education teacher and her co‐operating teacher

Bertone, Stefano; Chaliès, Sébastien; Clarke, Anthony; Méard, Jacques

doi:10.1080/13598660600720660

Cited by 27 publications

(14 citation statements)

References 23 publications

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“…Largely, these studies examined how interactions within the student teaching triad shaped student teachers' learning opportunities. Across this set of studies, learning to teach in the context of the practicum was portrayed as a challenging activity, one filled with apprehension, uncertainty, and loneliness for teacher candidates (e.g., Bertone, Chaliès, Clarke, & Méard, 2006;Bullough, 2005;Bullough & Draper, 2004;Jackson, 2001;Phelan et al, 2006;Smagorinsky, Jakubiak, & Moore, 2008;Tillema, 2009;Valencia, Martin, Place, & Grossman, 2009). In general, these studies showed that persistent tensions between teacher education programs and K-12 schools spilled over into teacher candidates' experiences during fieldwork.…”

Section: Research Problem and Underlying Assumptions: Research Programentioning

confidence: 99%

Critiquing Teacher Preparation Research

Cochran‐Smith

Villegas

Abrams

et al. 2015

Journal of Teacher Education

264

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ArticleResearchers in many fields and in many parts of the world are now interested in studying the ways teachers are recruited, prepared and certified. They work from different, sometimes competing, perspectives regarding the goals of research and the purposes of education. This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. It is based on our massive review of research on teacher education and certification (Cochran-Smith et al., in press). Part 1, which appeared in the previous issue of Journal of Teacher Education (JTE), provided information about how the review was conducted, described the theoretical/analytic framework we developed to guide the review, and analyzed the research on teacher preparation accountability, effectiveness and policies-the first of three broadly construed programs of research we identified. This second part of the article discusses the second and third programs of research: research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. Guided by our "Research on Teacher Preparation as Historically Situated Social Practice" theoretical/analytic framework, we identified the multiple subcategories or clusters of studies comprising each of these programs of research and examined the social practices in which researchers engaged within a selected cluster for each program. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing field. Research Program B: Teacher Preparation for the Knowledge SocietyIt is generally agreed that knowledge societies demand workers who can think critically, pose and solve problems, and work collaboratively-abilities not readily developed in classrooms where teaching entails transmitting factual information to learners. According to reformers, preparing students for future knowledge work requires new ways of teaching that are grounded in constructivist views of learning. The studies in Research Program B focus on preparing teacher candidates to teach in ways that are consistent with new understandings of how people learn, a trend we discussed in more detail in Part 1 of this two-part article. We identified six clusters of studies within this program of research: preparing teachers to teach subject matter, particularly science (Cluster B-1); the influence of coursework on learning to teach (Cluster B-2); the influence of fieldwork on learning to teach (Cluster B-3); teacher education program content, structures, and pedagogies (Cluster B-4); teacher educators as learners (Cluster B-5); and learning to teach 558268J TEXXX10.1177/0022487114558268Journal of Teacher EducationCochran-Smith et al. AbstractThis is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling a...

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Section: Research Problem and Underlying Assumptions: Research Programentioning

confidence: 99%

Critiquing Teacher Preparation Research

Cochran‐Smith

Villegas

Abrams

et al. 2015

Journal of Teacher Education

264

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“…D'autres études, par contre, mettent en avant des constats plus mitigés. L'accompagnement réflexif des EF par les T est alors considéré comme peu efficace (Stanulis & Russel, 2000), notamment lorsque sont questionnées ses retombées sur la pratique effective de classe des EF (Bertone et al, 2006). Valorisant leur soutien émotionnel et affirmant l'exemplarité de leur propre style d'enseignement (Parker-Katz & Bay, 2008), les T s'engagent en effet le plus souvent dans une pratique réflexive « à la place » des EF plutôt « qu'à leurs côtés » (Loughran & Berry, 2005).…”

Section: Transmettre Le Métier Aux Ef Ou Les Faire Réfléchir Sur Le Munclassified

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Chaliès¹,

Cartaut²,

Escalié³

et al. 2009

rechercheformation

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Former à accueillir les élèves en situation de handicap L'utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d'expérience The usefulness of the mentoring system for young teachers: the evidence of a 20 years' experience La utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experiencia Die Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung

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“…Plus précisément encore, l'hypothèse de la « migration fonctionnelle de l'expérience » de formation a été donc incarnée dans la conception d'un dispositif de formation permettant de « suivre à la trace » le devenir des concepts professionnels issus de la formation universitaire initiale dans les situations de formation de terrain et de classe (Cartaut & Bertone 2009). Des situations ordinaires de formation de terrain réunissant des dyades composées d'un enseignant novice ( Les observations empiriques ayant montré une étanchéité des situations réflexives et d'action en classe dans ces circonstances de formation (Bertone, Chaliès, Clarke, & Méard, 2006), l'hypothèse évoquée n'a pas été considérée comme particulièrement féconde et prédictive au regard des phénomènes de formation étudiés. Les anomalies constatées dans l'observation empirique ont donc contribué à alimenter la conception de situations de formation différentes, fondées sur une nouvelle hypothèse auxiliaire.…”

Section: -Le Rapport Entre Conception Et Compréhension Dans Ce Prt unclassified

Constructing a technological research program on teacher training: epistemological and theoretical choices

Bertone¹,

Chaliès²

2015

activites

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The Dynamics of Interaction During Post‐lesson Conferences and the Development of Professional Activity: Study of a pre‐service physical education teacher and her co‐operating teacher

Cited by 27 publications

References 23 publications

Critiquing Teacher Preparation Research

Critiquing Teacher Preparation Research

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Constructing a technological research program on teacher training: epistemological and theoretical choices

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