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ERIC Number: EJ1127128
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0305-764X
Teachers' Professional Development through University-School Partnerships: Theoretical Standpoints and Evidence from Two Pilot Studies in Chile
Grau, Valeska; Calcagni, Elisa; Preiss, David D.; Ortiz, Dominga
Cambridge Journal of Education, v47 n1 p19-36 2017
This paper presents a teacher professional development programme, based on a university-schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are presented. Finally, an illustration of the model is provided by presenting two pilot studies implemented in Chile. A qualitative analysis of interviews showed that the programme was successful in promoting teacher reflection, leading to reported changes in their practices. Finally, the advantages and the challenges arising from this study, and the educational possibilities of this model of professional development, are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile