The multimode programme as a variation of research-based teacher education |
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| Affiliation: | 1. Dept. Ciencias de la Computación, Universidad Rey Juan Carlos, Móstoles, Madrid, Spain;2. Dept. Estadística e Investigación Operativa, Universidad Rey Juan Carlos, Móstoles, Madrid, Spain;3. Dept. Estadística, Universidad Carlos III, Getafe, Madrid, Spain;1. IITU, 34a, Manas Str., almaty, 050000, Kazakhstan;2. Gachon University, 1342 Sungnam Daero, Sujung-gu, Seoul, 461-701, Korea;3. KazNTU, 22 Satpayev Str., almaty, 050013, Kazakhstan;1. University of Ontario Institute of Technology, 2000 Simcoe Street North, Oshawa, Ontario, Canada L1H 7K4;2. Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada;3. Faculty of Social Work, University of Toronto, Toronto, Ontario Canada;4. Department of Philosophy, Women and Gender Studies Institute, University of Toronto, Toronto, Ontario, Canada;5. Daphne Cockwell School of Nursing, Ryerson University, Toronto, Ontario, Canada;1. Department of Health Services, Policy and Practice, Alpert Medical School of Brown University, Providence, RI;2. Providence VA Medical Center, Providence, RI;3. Department of Medicine, Harborview Medical Center, University of Washington, Seattle, WA;1. Department of Nephrology, Matsunami General Hospital, Gifu 501-6062, Japan;2. Department of Internal Medicine, Matsunami General Hospital, Gifu 501-6062, Japan;3. Division of Medical Statistics, Fujita Health University School of Medicine, Aichi 470-1192, Japan |
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| Abstract: | A pilot study is presented of a multimode teacher education programme as a variation of the research-based approach to teacher education. The research-based approach has been characterised as one of the paradigms of teacher education. In this article, we discuss the opportunities and challenges that a multimode programme, which makes it possible for students to work as a teacher and to study at the same time, provides for research-based teacher education. The students’ work in school offers excellent opportunities to integrate theory and practice in a real context. However, this context may also work as a restriction regarding general teacher competence and its all-pedagogical circumstances. As a result, the characteristic elements of the multimode programme are suggested as a focus for further research. |
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