Training preservice teachers rapidly: The need to articulate the training given by university supervisors and cooperating teachers

• Published in: Teaching and teacher education 2010-05, Vol.26 (4), p.767-774
• Main Authors: Chaliès, Sébastien, Bruno-Méard, Françoise, Méard, Jacques, Bertone, Stéfano
• Format: Article
• Language: English
• Subjects: Classrooms; College School Cooperation; Conceptualization; Cooperating Teachers; Education; Humanities and Social Sciences; Instructional Effectiveness; Partnerships in Education; Preservice Teacher Education; Preservice Teachers; Preservice teacher–cooperating teacher–university supervisor relationships; Preservice training; Professional Development; Program Effectiveness; Program Evaluation; School–university partnership; Student Teacher Supervisors; Supervisory Methods; Teacher education; Teacher Education Curriculum; Teacher Educators; Teachers; Teaching Methods
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2009.10.012

This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original theoretical conceptualization of teacher training and professional development based on the postulates of Wittgenstein's analytical philosophy (In G.E.M. Anscomb and G.H. Von Wright (Eds.). (1996). Rem arques philosophiques [Philosophical Investigations]. Oxford: Blackwell.), this study (i) examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations and (ii) proposes ideas for articulating the training work of university supervisors and cooperating teachers.