ERIC Number: ED392741
Record Type: Non-Journal
Publication Date: 1994-Aug
Reference Count: N/A
Developing an Interactive Methodology: A Co-operative Approach. Occasional Papers, 27.
Edwards, Cherry; Grenfell, Michael
The core of the work described in this paper is a small-scale qualitative research project based on the classroom observation of student teachers in England following a 1-year "PGCE" (postgraduate continuing education) course in 1992. This project was underpinned by an exploration of a theoretical model of the nature of the relationship between practice and theory and formed an initial attempt to develop a practical dialogic methodology for co-operative reflection on professional practice: in this case for both student teachers and their trainers. The classrooms under consideration were mathematics and modern language classrooms in British secondary schools. Part 1 of the paper raises issues about co-operative action and its place within educational research. Part 2 offers a brief discussion of the nature of the relationship between theory and practice together with an attempt to construct a three-level triadic model to show how this applies to professional training. This model is used later in the paper as a framework for discussion of students' practice and the theories and range of practices of teacher educators. Part 3 focuses directly on four student teachers' behaviors and their theories. Part 4 explores the processes used by the trainers to articulate their theories about their professional work. Part 5 looks directly at some of the hypotheses and questions about classrooms and about knowledge of the professional practice of teacher educators raised through the work of the project. Part 6 offers a summary of the ad hoc dialogic methodology employed during this work. (Contains 24 references and provides a list of the 27 occasional papers published by the Centre for Language in Education.) (Author/ND)
Descriptors: Classroom Techniques, Cooperating Teachers, Foreign Countries, Higher Education, Mathematics Instruction, Preservice Teacher Education, Qualitative Research, Second Language Instruction, Secondary Education, Student Teacher Supervisors, Student Teachers, Teacher Educators, Teaching Methods, Teaching Models, Theory Practice Relationship
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Southampton Univ. (England). Centre for Language Education.
Identifiers - Location: United Kingdom (England)