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School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
Affiliation:1. Escuela de Psicología, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile;2. Facultad de Educación, Universidad Diego Portales, Santiago, Chile;1. Harvard Radiation Oncology Program, Dana-Farber Cancer Institute and Brigham and Women''s Hospital, Boston, Massachusetts;2. Department of Radiation Oncology, Dana-Farber Cancer Institute and Brigham and Women''s Hospital, Boston, Massachusetts;3. Department of Biostatistics and Computational Biology, Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts;4. Department of Plastic Surgery, Dana-Farber Cancer Institute and Brigham and Women''s Hospital, Boston, Massachusetts;1. Section of Psychiatry, Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Italy;2. Psychiatry Unit, Department of Medical Sciences, University of Foggia, Italy;3. Gastroenterology Unit, Department of Internal Medicine, University of Genoa, Italy;4. Internal Medicine Unit, Department of Medical Sciences, University of Foggia, Italy;1. Paul Scherrer Institut, General Energy Research Department, 5232 Villigen-PSI, Switzerland;2. National Institute for Lasers, Plasma, and Radiation Physics, Lasers Department, Atomistilor 409, 077125 Magurele, Romania;3. University of Bucharest, Faculty of Physics, 405 Atomistilor Street, 077125 Magurele, Romania;4. Academy of Romanian Scientists, Splaiul Independentei 54, 050094 Bucharest, Romania;1. University of Illinois at Urbana-Champaign, College of Education, 1310 South Sixth Street, Champaign, IL 61820, USA;2. University of Florida, College of Education, PO Box 117050, Gainesville, FL 32611, USA
Abstract:The study examines school administrators' perspectives on a central problem of the school-based component of initial teacher preparation: the distance between schools and universities. Data obtained through in-depth interviews and focus groups with administrators (N = 51) from 36 schools were analyzed using Wenger's (2000) theory of inter-organizational learning. Findings suggest that an expansion of the roles supervisors and school administrators have traditionally played in the practicum may help reduce this gap. As brokers for their respective institutions they can coordinate actions by gaining access to the meanings each community assigns to practices and acknowledging the competence each brings to the practicum.
Keywords:Pre-service teacher preparation  School principal  Practicum supervisor  ITE practicum
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