Sharing initial teacher education between school and university: participants' perceptions of their roles and learning

This paper considers how student teachers, mentor teachers and university tutors who participate in collaborative settings for joint reflection on practical teaching situations during students' practicum perceive their roles and opportunities for learning in these settings. We are also interest...

Descripción completa

Detalles Bibliográficos
Autores: Mauri, Teresa, Onrubia Goñi, Javier, Colomina, Rosa, Clarà Garangou, Marc
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/154261
Acceso en línea:https://hdl.handle.net/2445/154261
Access Level:acceso abierto
Palabra clave:Pràcticums
Comunitats de pràctica
Practicums
Communities of practice
id ES_a8dd2a3de4bcd3b64a5dc7ba56c5d337
oai_identifier_str oai:recercat.cat:2445/154261
network_acronym_str ES
network_name_str España
repository_id_str
spelling Sharing initial teacher education between school and university: participants' perceptions of their roles and learningMauri, TeresaOnrubia Goñi, JavierColomina, RosaClarà Garangou, MarcPràcticumsComunitats de pràcticaPracticumsCommunities of practiceThis paper considers how student teachers, mentor teachers and university tutors who participate in collaborative settings for joint reflection on practical teaching situations during students' practicum perceive their roles and opportunities for learning in these settings. We are also interested in how the participants experience this kind of collaboration between schools and university in the context of initial teacher education. To this end, we created and analysed three settings for joint reflection among mentor teachers, university tutors and students. Twenty-seven students teachers in three schools as part of their Primary Education degree took part, along with their respective mentor teachers and university tutors. All the discussion sessions were videotaped and the participants were interviewed in-depth about their experience. Content analysis of the resulting material enabled us to describe the dynamics of interaction in each setting, the perceived role of mentor teachers and university tutors, and the participants' perceptions regarding the learning achieved. We conclude that, for the participants, the creation of these settings for joint reflection enabled mutual learning and closer collaboration between schools and university, bringing greater coherence to practicum.Taylor and Francis2020202120192020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion17 p.application/pdfhttps://hdl.handle.net/2445/154261Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1080/13540602.2019.1601076Teachers And Teaching, 2019, vol. 25, num. 4, p. 469-485https://doi.org/10.1080/13540602.2019.1601076(c) Taylor and Francis, 2019info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1542612026-05-29T05:05:01Z
dc.title.none.fl_str_mv Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
title Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
spellingShingle Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
Mauri, Teresa
Pràcticums
Comunitats de pràctica
Practicums
Communities of practice
title_short Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
title_full Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
title_fullStr Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
title_full_unstemmed Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
title_sort Sharing initial teacher education between school and university: participants' perceptions of their roles and learning
dc.creator.none.fl_str_mv Mauri, Teresa
Onrubia Goñi, Javier
Colomina, Rosa
Clarà Garangou, Marc
author Mauri, Teresa
author_facet Mauri, Teresa
Onrubia Goñi, Javier
Colomina, Rosa
Clarà Garangou, Marc
author_role author
author2 Onrubia Goñi, Javier
Colomina, Rosa
Clarà Garangou, Marc
author2_role author
author
author
dc.subject.none.fl_str_mv Pràcticums
Comunitats de pràctica
Practicums
Communities of practice
topic Pràcticums
Comunitats de pràctica
Practicums
Communities of practice
description This paper considers how student teachers, mentor teachers and university tutors who participate in collaborative settings for joint reflection on practical teaching situations during students' practicum perceive their roles and opportunities for learning in these settings. We are also interested in how the participants experience this kind of collaboration between schools and university in the context of initial teacher education. To this end, we created and analysed three settings for joint reflection among mentor teachers, university tutors and students. Twenty-seven students teachers in three schools as part of their Primary Education degree took part, along with their respective mentor teachers and university tutors. All the discussion sessions were videotaped and the participants were interviewed in-depth about their experience. Content analysis of the resulting material enabled us to describe the dynamics of interaction in each setting, the perceived role of mentor teachers and university tutors, and the participants' perceptions regarding the learning achieved. We conclude that, for the participants, the creation of these settings for joint reflection enabled mutual learning and closer collaboration between schools and university, bringing greater coherence to practicum.
publishDate 2019
dc.date.none.fl_str_mv 2019
2020
2020
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/154261
url https://hdl.handle.net/2445/154261
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1080/13540602.2019.1601076
Teachers And Teaching, 2019, vol. 25, num. 4, p. 469-485
https://doi.org/10.1080/13540602.2019.1601076
dc.rights.none.fl_str_mv (c) Taylor and Francis, 2019
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Taylor and Francis, 2019
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 17 p.
application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869415934970560513
score 15,811543

Similares en LA Referencia