NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014162
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1935-7125
Describing the "Supported Collaborative Teaching Model": A Designed Setting to Enhance Teacher Education
Kittleson, Julie M.; Dresden, Janna; Wenner, Julianne A.
School-University Partnerships, v6 n2 p20-31 2013
In this article we detail ongoing work designed to understand and improve our practice and that of the future teachers with whom we work. This work centers on helping elementary teacher candidates learn to implement instruction that supports student learning. We have developed and implemented a model--the "Supported, Collaborative Teaching Model" (SCTM)--to help teacher candidates make the transition from student to teacher and encourage them to implement content-rich science teaching. In designing this model we made a series of principled decisions to address specific challenges. Here we outline challenges associated with teacher education and explain how the SCTM helps us address those challenges. We also describe how the SCTM is made possible by our relationship with our Professional Development School (PDS) partnership school. There is reciprocity built into SCTM in terms of teacher candidates being able to work with elementary students and teachers seeing examples of inquiry-based science instruction. (Contains 1 table.)
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A