ABSTRACT

A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities’ innovation schools. Teaching practices were examined using observation and video-stimulated recall interviews. The school-based teacher educators widely used and described in detail individual teaching practices that supported pupils’ cognitive development. However, observations indicated a more limited use of collaborative teaching practices that promote pupils’ social and cognitive development. Setting a good example of teaching gives school-based teacher educators the opportunity to develop both student teachers’ and their own teaching competence.

摘要

监督学生教师的学校实践的教师被视为专家，为未来的教师树立了良好的教学榜样，并选择了支持学生的认知和社会发展的教学实践。这项研究研究了校本教师教育工作者对学校实践的实施情况以及对这些实践的解释，这些教师对大学创新学校学生教师的学校实践进行监督。使用观察和视频刺激的回忆访谈对教学实践进行了检查。校本教师教育者广泛使用并详细描述了支持学生认知发展的个别教学实践。但是，观察结果表明，协作教学实践对促进学生的社会和认知发展的使用更为有限。