Reforming the training and recruitment provision of pre-service and in-service school teachers has always been the object of debate common to many education authorities seeking to improve the quality of teacher education and professional development. One matter of concern has been the collaboration between universities and training institutions and their relationship in dealing with the delivery of theory and practice. The findings of the present study provide a possible strategy of intervention to disentangle the issue of this theory-practice integration, steering research towards raising the quality of teachers to achieve their fundamental purpose, that of enabling students to learn more effectively than before. This empowering strategy, called co-analysis of practice, is based on the concepts of mentorship and partnership
Co-analysis of practice: a Mentoring Strategy
RASULO, M.
2013-01-01
Abstract
Reforming the training and recruitment provision of pre-service and in-service school teachers has always been the object of debate common to many education authorities seeking to improve the quality of teacher education and professional development. One matter of concern has been the collaboration between universities and training institutions and their relationship in dealing with the delivery of theory and practice. The findings of the present study provide a possible strategy of intervention to disentangle the issue of this theory-practice integration, steering research towards raising the quality of teachers to achieve their fundamental purpose, that of enabling students to learn more effectively than before. This empowering strategy, called co-analysis of practice, is based on the concepts of mentorship and partnershipI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
