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ERIC Number: EJ876238
Record Type: Journal
Publication Date: 2010-May
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
Chalies, Sebastien; Bruno-Meard, Francoise; Meard, Jacques; Bertone, Stefano
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p767-774 May 2010
This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of "condensed" and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). "Remarques philosophiques [Philosophical Investigations]." Oxford: Blackwell.), this study (i) examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations and (ii) proposes ideas for articulating the training work of university supervisors and cooperating teachers. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A