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The value of collaboration: who, how, why

Novo, Ana
Fonte: e-prints in library and information science Publicador: e-prints in library and information science
Tipo: Conferência ou Objeto de Conferência
Publicado em /01/2009 ENG
Relevância na Pesquisa
36.46%
Simpósio BOBCATSSS 2009, organizado conjuntamente por alunos da Universidade de Tampere na Finlândia e a Universidade do Porto em Portugal; The qualitative analysis done on interviews to 20 teacher librarians, about their perceptions on factors that might impact students’ educational success seems to reveal that collaborative work is one of the conditions for this success to exist and one of the biggest challenges to those teachers. The theme collaboration appears in the discourse of all interviewees and it was not found significant differences of opinion, in what refers to its importance, between teachers with and without specific training to perform their tasks in the school libraries belonging to schools with diverse characteristics and geographical location. Nevertheless, it was not identified any real collaboration practices between teachers but only cases of coordination and / or cooperation. Some of the conditions most referred by the interviewed teacher librarians as “against” to and “in favour” of collaborative work and educational success, where respectively, lack of time and the existence of a full time teacher librarian. Some suggestions and / or recommendations are done to the responsible for the organisation and development of school libraries as to gather efforts to get the teacher librarian post institutionalised...

A prática reflexivo-colaborativa na formação de três professoras de inglês; The reflective-collaborative pratictice in the teacher education process of three teachers

PEREIRA, Jane Beatriz Vilarinho
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Letras e Linguística; Lingüística, Letras e Artes Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Letras e Linguística; Lingüística, Letras e Artes
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
36.31%
This collaborative research (MAGALHÃES, 2002) investigates the role of critical reflection (SMYTH, 1991) in the participant s development and in the reconstructing of their ctions. The research was conducted with a group of three English teachers, one being the researcher, in a language center in the city of Goiânia. From August 2008 to December 2009, the group had regular meetings to discuss theoretical texts and analyse their lessons which had been recorded. The analysis focused on the participants concepts of language and teaching; on the types of reflection; and on the change proposals for their actions. It was also examined whether these changes were motivated by the readings or by the collaboration among the participants during the reflective sessions. Considering the main concepts in which this research is based on, we point out: the critical reflection as an important tool in the development of teachers autonomy, awareness and education; the collaborative work as an element that can foster the development of critical reflection, and the acknowledgement of teachers knowledge supported by their experience as well as the investigation of their own practice. The results revealed that different concepts of language and teaching can be found not only in the discussions but also in the teachers practice. This fact is in accordance with a view of language as a set of elements structure...

Os desafios de navegar: a colaboração como bússola da formação contínua de professores de língua inglesa mediante as novas TIC; The challenges of navigating: collaboration as a guide to the continued teacher education through the ICT

Silva, Jesiel Soares
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Letras e Linguística (FL); Faculdade de Letras - FL (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
36.42%
This work analyzes a collaborative research developed by English language teachers through the new Information and Communication Technologies (ICT). This study was developed by me, as an Academic Researcher, together with a group of five teachers of public schools from the city of Goiânia in the state of Goiás. By setting both virtual and face-to-face group meetings, we presented, discussed and applied some tools from the Internet in the language teaching. The main purpose was to verify in which way the collaborative research may contribute to a less individual teaching practice in Computer Assisted Language Learning and how the reflection and the action may be alternatives in the teacher education. In the last years, several studies have been developed in the ICT field (KENSKI, 2003; MORAN, 2000; PAIVA, 2001; PÓVOA, 2000; SHARMA e BARRET, 2007) as well as some works that deal with the teacher education in the face of this new technological time (SAMPAIO e LEITE, 2002; SCHNEIDER, 2007). Even with the growing ease of the access to the new technological tools and the evident insertion of some of them into educational system, there is a lot to be researched about the issues which involve the teaching practice inside these new technological demands. The arrival and the constant evolution of the new ICT bring out meaningful changes in the way we live...

Teacher Development and Management : Overview of Policy Briefs

Allemano, Eric; Baumgart, Neil; Chapman, David; Craig, Helen; Kraft, Richard; Rawlinson, Ralph; Thornton, Hilary
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.32%
This is an overview of policy briefs on continuous professional development of teachers, from the ealiest years onward.Studies focussed on the early years are: Effective Teachers and Performance Standards, which looks at how formal qualifications of teachers, and other information frequently recorded on a database of teachers, seldom predict effectiveness in raising student achievement. Accreditation of teacher education institutions and programs; Teacher Certification; Teacher Educators and Initial Teacher Education Programs; Teacher Recruitment and Deployment (paper forthcoming). Papers focussed on the years after the initial training are: Induction Programs for Newly Trained Teachers; Continuous Professional Development (CPD); Teacher Support Networks; Teacher Motivation: Incentives and Working Conditions; Teacher Supervision and Monitoring (paper forthcoming); Teacher Collaboration (paper forthcoming); Professional Development Frameworks (paper forthcoming); Role of Unions/Professional Associations to Support Teachers (paper forthcoming). Additonal topics are: HIV and AIDS and Teachers...

Scaling Up Teacher Networks Across and Within European Schools: The Case of eTwinning

VUORIKARI RIINA; KAMPYLIS PANAGIOTIS; SCIMECA Santi; PUNIE Yves
Fonte: Springer-Verlag Publicador: Springer-Verlag
Tipo: Articles in periodicals and books Formato: Printed
ENG
Relevância na Pesquisa
36.39%
The aim of this research is to look at the key elements that help sustain and scale up a European-wide teacher network called eTwinning. eTwinning, which has more than 250,000 European teachers as members in April 2014, has become an incubator for pedagogical innovation in the use of Information and Communication Technologies (ICT) for cross-border school collaboration and for formal and informal teacher professional development. The chapter synthesises a series of studies on eTwinning – some of which are more qualitative case studies and others are based on social network analysis (SNA) – focusing on factors that contribute to the further development and mainstreaming of eTwinning. In particular, we look at the growth of the network and its reach among teacher population in Europe. Then, we move to observe deeper level collaboration through pedagogical projects and show how the network can be studied to understand its underlying structures. Finally, through case studies on eTwinning school teams, we also look at micro-level mechanisms for teacher collaboration within an institution to spread pedagogical innovation at the local level.; JRC.J.3-Information Society

Enhancing the quality of clil: making the best of the collaboration between language teachers and content teachers

Pavón Vázquez, Víctor
Fonte: Servicio de Publicaciones de la Universidad de Alcalá Publicador: Servicio de Publicaciones de la Universidad de Alcalá
Tipo: Artigo de Revista Científica Formato: application/pdf
ENG
Relevância na Pesquisa
46.17%
Success in CLIL depends on making students able to understand and express academic material. In theory, a high linguistic competence will enable students to smoothly deal with the content, although there might be occasions in which the students are not equipped with a solid command of the basic linguistic skills. The idea posited in this article is that, in parallel with other procedures and measures brought up to promote a correct employment of the language, the construction of a structure of collaboration between the language and the content teachers could contribute to attain positive results in CLIL, and may help mitigate the consequences of a possible linguistic deficit. In particular, the collaboration between the language and content teachers, the collaboration between the content teachers themselves, and the collaboration between all the languages present in the curriculum (mother tongue, language of instruction/foreign language, and any other languages) may result in a better ability to work with academic material on the part of the students, and may provide them with the necessary linguistic support to understand and express this content. We will discuss the theoretical foundations behind this proposal, and we will put forward a series of recommendations aiming at establishing and carrying out this structure of collaboration and coordination.; El éxito de AICLE depende en gran medida de si el alumnado es capaz de comprender y expresar el material académico. Así...

Trabalho colaborativo docente no ensino das ciências: um estudo de caso.

Nogueira, Paula Gabriela Santos Silva Borges
Fonte: Universidade Portucalense Publicador: Universidade Portucalense
Tipo: Dissertação de Mestrado
Publicado em /06/2013 POR
Relevância na Pesquisa
46.5%
Um dos principais objetivos da escola do século XXI é desenvolver nos alunos hábitos de problematização, de reflexão e de pesquisa, por forma a que, detentores de uma literacia científica sejam cidadãos interventivos, capazes de participar e tomar decisões fundamentadas. A concretização desse objetivo passa, em nosso entender, por um ensino mais integrado e holístico, pressupondo um trabalho docente sustentado por uma cultura colaborativa, capaz de conduzir o professor, através de práticas reflexivas e investigadoras da sua profissionalidade, para além da sua competência científica. Com o intuito de encontrar respostas para o problema de investigação formulado “Quais as dinâmicas de trabalho estabelecidas entre professores de ciências em contexto de departamento curricular?” traçámos os seguintes objetivos de investigação: i) identificar conceções de professores de Ciências Físicas e Naturais, do terceiro ciclo e secundário, sobre o conceito de colaboração docente, ii) caracterizar dinâmicas de trabalho docente que os professores participantes no estudo afirmam desenvolver a nível de departamento curricular no geral e de área disciplinar em particular e iii) averiguar possíveis fatores potenciadores e inibidores de uma cultura de trabalho colaborativo docente no ensino das Ciências. A metodologia de investigação adotada é o estudo de caso...

Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change

Pharo, E.J.; Davison, A.; Warr, K.; Nursey-Bray, M.; Beswick, K.; Wapstra, E.; Jones, C.
Fonte: Taylor & Francis Publicador: Taylor & Francis
Tipo: Artigo de Revista Científica
Publicado em //2012 EN
Relevância na Pesquisa
46.3%
A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types of knowledge in a way that was more than the summing of disciplinary parts. With a part-time network facilitator providing cohesion, network members were able to teach into each other's classes, and share material and student activities across a range of units that included business, zoology, marine science, geography and education. Participants reported that the most positive aspects of the project were the collegiality and support for teaching innovation provided by peers. However, participants also reported being time-poor and overworked. Maintaining the collaboration beyond the initial one year project proved difficult because without funding for the network facilitator, participants were unable to dedicate the time required to meet and collaborate on shared activities. In order to strengthen teacher collaboration in a university whose administrative structures are predominantly discipline-based...

A case study investigation of teacher collaboration : conditions and the relationship between teacher collaboration and teachers' professional development and learning / Ah-Gek, Karen, Lee.

Lee, Ah-Gek Karen.
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado Formato: 128021 bytes; application/pdf
Publicado em //2004 EN
Relevância na Pesquisa
46.38%
This study uses a qualitative case study approach to investigate the conditions that promote or inhibit teacher collaboration and its implications for teachers' professional development and learning. Findings support the claims that teachers' collaboration can be fostered by the organisational structures and leadership practices through delegating decision making authority for teachers to take on leadership responsibility. Further, the study concludes that being involved in a variety of collaborative activities and opportunities for exposure to a wider range of educational and instructional problems are key factors for teachers' collaboration.; Thesis (D.Ed.)--University of Adelaide, School of Education, 2004; "February 2004"; Errata page inside front cover.; Bibliography: leaves 246-254.; 254 leaves ;; Title page, contents and abstract only. The complete thesis in print form is available from the University Library.

Teacher talk: A community of colleagues that values practical teacher knowledge through sharing experiences

Lopez, Lylliam
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.43%
The purpose of this study was to describe the experiences of five educators participating in a teacher-initiated learning community that valued practical teacher knowledge. Connelly and Clandinin (2000) argued that practical teacher knowledge grew out of experience through interaction in the professional knowledge landscape. Collaboration that promoted teacher learning was the foundation to effective school change (Wood, 1997). This teacher-initiated learning community consisted of members who had equal status and collaborated by participating in discourse on curriculum and instruction. The collegiality of the community fostered teacher professionalism that improved practice and benefited the school. This study focused on the following research questions: (1) What was the experience of these five educators in this learning community? (2) What did these five individuals understand about the nature of practical teacher knowledge? (3) According to the participants, what was the relationship between teacher empowerment and effective school change? ^ The participants were chosen because each voluntarily attended this teacher-initiated learning community. Each participant answered questions regarding the experience during three semi-structured tape-recorded interviews. The interviews were transcribed...

Investigating the Relationships Between Teacher Identity Norms and Collaboration

Weston, Deborah PA
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.63%
The purpose of this study was to investigate how teacher identity norms relate to teacher collaboration among the practices of elementary teachers in Ontario. Using quantitative research methods, the data indicated two clusters of teacher identity norms. The norm cluster of innovation, interdependence, and cooperation showed positive correlations with collaboration and the norm cluster of conservatism, individualism, and competition showed negative correlations with collaboration. The two clusters of norms also correlated with each other. The data showed that teachers highly valued collaboration as part of their teaching practice but did not always experience it in their school setting. The analysis suggested that if schools reinforce norms of innovation, interdependence, and cooperation, collaboration will be nurtured. Further, the data showed that if norms of conservatism, individualism, and competition are continued in school cultures, then collaboration will not be sustained. As a broad educational reform agenda, teacher collaboration is used (a) to support school cultures, (b) to change teaching practices, and (c) to implement policy-based initiatives. This research is expected to benefit teachers in its capacity to inform policy makers concerning the highly complex nature of teacher collaboration and some of the factors that impact it. With an understanding of the relationships between teacher identity norms and collaboration...

Understanding the Intersectoral Collaboration of Rural Community Health Workers and Teachers: The Example of Addressing Violence against Women and Girls in Vulindlela, South Africa

Karam, Jessie
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
36.5%
Objectifs: Cette étude a documenté la collaboration intersectorielle entre les agents de santé communautaires (ASC) et les enseignants visant à combattre la violence à l’égard des femmes et des filles à Vulindlela, une communauté rurale Sud-Africaine. La collaboration entre ces acteurs, les facteurs qui influencent leur collaboration et les avenues possibles pour une amélioration de cette collaboration ont été explorés. Méthodes: Six ASC et cinq enseignants ont pris part à cette recherche participative qui a inclut l'utilisation du dessin comme méthodologie visuelle. La collecte de données a été réalisée en quatre phases, avec un total de huit entretiens de groupes. La stratégie d’analyse principale a inclus une approche dirigée du contenu narratif et une approche de comparaison constante. Résultats: Le système de collaboration entre les enseignants et les ASC manque de définition et ces acteurs ne peuvent donc en faire l’utilisation. Par conséquent la collaboration actuelle entre ces acteurs a été jugée peu développé, impromptue et informelle. De nombreuses contraintes à la collaboration ont été identifiées, y compris le manque de motivation de la part des enseignants, la nature des relations entre les acteurs...

Is action research necessarily collaborative? Discussing some findings from the RRC project

Sousa, Francisco
Fonte: European Educational Research Association Publicador: European Educational Research Association
Tipo: Conferência ou Objeto de Conferência
Publicado em /09/2014 ENG
Relevância na Pesquisa
46.38%
ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.; Between 2007 and 2012 an action research project named RRC (Researching for a Relevant Curriculum) was implemented in the Azores, Portugal. It was conducted by a team that included university scholars and teachers from elementary and secondary schools. The focus of the collaboration was the lack of interest shown by some students with regard to the school and the curriculum. This paper examines two forms of teacher collaboration observed in the context of RRC: a weaker form, based on the provision of suggestions on new teaching strategies and related aspects of the colleagues' work, and a stronger form, based on assistance and some joint work. For example, one teacher took notes of a colleague's behavior in the classroom in order to help her identify aspects that needed improvement, and other specific research tasks – like interviewing children and writing research papers – were sometimes done together by researchers from the university and elementary school teachers. Overall, collaboration increased in the last year of the project's implementation, which will be discussed in terms of (1) the possible relation between this fact and a reorientation in the team's approach to the action research process...

An experience of teacher collaboration: supporting students to reflect on their use of english through content-based assignments

Nashaat Sobhy, Nashwa
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Conferência ou Objeto de Conferência Formato: application/pdf
Publicado em //2012 ENG
Relevância na Pesquisa
46.14%

Virtual collaboration, ‘perezhivanie’ and teacher learning : a socio-cultural-historical perspective

Antoniadou, Victoria
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2011 ENG
Relevância na Pesquisa
36.34%
This article discusses specific examples of virtually mediated interactions involving two transatlantic groups of student-teachers who engaged in a task-based telecollaborative project for the purposes of a teacher education course. The Vygotskyan framework of learning and development and particularly the construct of Zone of Proximal Development (ZPD) in a collaborative frame serve as the theoretical basis of this study. This article aims to: (1) analyze the essentially language-mediated interactions to trace instantiations of virtual collaboration developmentally (2) discuss teacher learning outcomes of the (tele)collaborative activity, and (3) examine learning as expansion of what was explicitly proposed as objectives of the course, resulting from reasoned action i.e., reflection on the process and outcomes of the activity. The findings suggest that the effective integration of telecollaborative activities in pre-service teacher education programmes can enhance teacher learning in significant ways.; Este artículo analiza ejemplos concretos de interacciones en un entorno virtual, en las cuales participan dos grupos de alumnos de la titulación de Maestro de Lengua Extranjera/Segunda Lengua geográficamente dispersos. La actividad en línea está integrada en un curso de formación inicial de profesorado y se desarrolla a partir de tareas asignadas para reforzar la construcción de conocimiento mediado por la interacción social entre pares (virtuales) a fin de desplegar conocimiento y competencias profesionales de maestro de Lengua Extranjera. El marco teórico de Vygotsky sobre el aprendizaje y el desarrollo cognitivo y particularmente el concepto de Zona de Desarrollo Próximo (ZDP) en un contexto colaborativo servirán como base teórica de este estudio. Objetivos específicos del artículo son: (1) analizar de manera histórica ejemplos de colaboración virtual a través de un análisis de la interacción electrónica a fin de hacer un seguimiento del aprendizaje de maestro y el desarrollo de sus competencias profesionales (2) debatir ejemplos de aprendizaje y desarrollo profesional de maestro en este contexto de actividad (tele)colaborativa y (3) examinar el aprendizaje como la expansión de lo que se propuso explícitamente como objetivo del curso...

Challenges and opportunities for teacher professional development in interactive use of technology in African schools

Hennessy, S.; Ha?ler, B.; Hofmann, R.
Fonte: Universidade de Cambridge Publicador: Universidade de Cambridge
Tipo: Article; accepted version
EN
Relevância na Pesquisa
46.19%
This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/1475939X.2015.1092466; This paper examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (?OER4Schools?) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers.; We are most grateful to the teachers and the school who participated in our trials for their enthusiasm and support. Thanks also to Masters students Andrew Cross and Melissa Marsden for their roles in the data collection and analysis. The OER4Schools programme was based in the University of Cambridge Centre for Commonwealth Education (CCE) and was supported by the Commonwealth Education Trust...

Do pensamento abissal à ecologia de saberes na escola: reflexões sobre uma experiência de colaboração; From abyssal thinking to the ecology of knowledge in school: reflections on an experience of collaboration

Urzêda-Freitas, Marco Túlio de
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/12/2013 POR
Relevância na Pesquisa
36.43%
Neste trabalho, compartilho algumas reflexões a respeito da minha experiência de colaboração com uma professora de inglês da rede estadual de ensino em Goiânia-GO. A pesquisa teve por objetivo investigar os aspectos e desafios que permeiam a colaboração entre pesquisadores e professores. Para fundamentar as reflexões, busco respaldo em teorias que exploram: os aspectos e desafios da educação regular pública no Brasil; as condições de ensino e aprendizagem de línguas estrangeiras, em especial, inglês, em escolas públicas; as políticas da formação de professores de línguas estrangeiras; a relação entre pesquisa/reflexão colaborativa e formação de professores; e, por fim, a disparidade que separa a universidade e a escola na produção de conhecimentos pedagógicos. O estudo se caracteriza como uma pesquisa colaborativa e emancipatória, uma vez que encoraja a produção colaborativa de saberes entre um pesquisador e uma professora. Por meio de um questionário, três sessões reflexivas e um diário de campo, foram selecionados dois aspectos principais para serem analisados: os entraves iniciais da colaboração entre os participantes e as reflexões que os participantes produziram na e por meio da ação colaborativa. A análise desses aspectos mostrou que a pesquisa colaborativa pode reduzir as linhas abissais que separam pesquisadores...

Colaboração entre professores e autoeficácia docente: Que relações?; Relationships between teacher collaboration and teachers' self-efficacy beliefs; Relations entre la collaboration et les perceptions d'autoefficacité des enseignants

Silva, José Castro; Silva, Manuela Marques
Fonte: Instituto de Educação da Universidade do Minho Publicador: Instituto de Educação da Universidade do Minho
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; article Formato: application/pdf
Publicado em 04/12/2015 POR
Relevância na Pesquisa
46.55%
Este artigo reporta os principais resultados de uma investigação que teve por objetivo estudar a influência da autoeficácia docente sobre a colaboração entre professores. O estudo envolveu 82 professores de escolas dos 2º e 3º ciclosde Portugal continental. O instrumento utilizado é constituído por três escalas.A primeira escala identifica as práticas de colaboração implementadas pelos professores, a segunda mede os interesses por colaboração e a última escala avalia as crenças de autoeficácia docente. Os principais resultados sugerem que os professores que se autopercecionam como mais eficientes estão mais disponíveis para colaborar, tendo-se verificado uma correlação entre níveis de autoeficácia docente mais elevados e o interesse dos professores em colaborar. A par da recetividade à colaboração, foi detetada uma associação entre a perceção da autoeficácia docente e o envolvimento dos professores em práticas de colaboração, concluindo-se sobre a tendência do envolvimento com práticas colaborativas aumentar junto dos docentes cuja autoavaliação da sua eficácia docente é mais elevada.; This paper reports the main results of an investigation that aimed to study the influence of teacher self-efficacy on collaboration between teachers. The study involved 82 teachers from schools in the 2nd and 3rd cycles from the Portuguese mainland. The instrument consists of three scales. The first aims to identify the collaboration practices...

The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools

Louw,Brenda; Wium,Anna-Marie
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
36.32%
This critical review addresses the Implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners' perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.

When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development

Jita,Loyiso C; Mokhele,Matseliso L
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
46.47%
Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher clusters represent a relatively recent and popular experiment in teacher professional development. However, there is no verdict yet about their effectiveness. While the utility of such collaborative structures for teacher learning is fairly well established in many developed countries, we still know very little about how the intended beneficiaries (the teachers) experience these non-traditional structures of professional development. Using qualitative data from a large-scale research project, we explore teachers' perspectives on what constitutes a successful clustering experience, and the kinds of professional development benefits they derive from their participation therein. Our major findings are twofold: First, clusters seem to enhance teachers' content knowledge and pedagogical content knowledge. Second, and somewhat unexpectedly, the teachers identified another set of benefits, the so-called "process benefits" that include collaboration...