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Snow-Gerono Jennifer L. (2009). « Voices less silenced: what do veteran teachers value in school–university partnerships and initial teacher preparation? ». The teacher educator, n° 44, p. 248–267. 
Added by: Feyfant Annie (25 Nov 2009 20:02:31 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/08878730903186348
BibTeX citation key: SnowGerono2009
Categories: Enseignants, General
Keywords: États-Unis, formation des enseignants
Creators: Snow-Gerono
Collection: The teacher educator
Views: 1332/2476
Views index: 16%
Popularity index: 4%
"The purpose of this article is to describe how veteran teachers understand and experience the development of a Professional Development School (PDS)partnership and how they participate in initial teacher preparation program
reform. The author presents a case, which examines the voices and participation of veteran teachers in developing a PDS in depth, along with offering descriptive evidence of what veteran teachers value in initial teacher preparation, what they focus on in school–university partnerships, and how they negotiate tensions within collaboration. Three key themes involve the ‘‘giving’’ character of mentor teachers, based in professionalism; an emphasis on structure and the practical nature of teacher preparation; and the evelopment of multiple collaborative relationships toward professional growth."
Added by: Feyfant Annie  
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 54 | Script execution: 0.31196 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
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