EMPOWERING INNOVATIONS: ADDING VALUE TO UNIVERSITY-SCHOOL PARTNERSHIPS.
This article discusses results from a study on beginning teachers who developed university interns as a focus of their induction program at their schools. For 13-weeks, four novice physical educators (who were considered highly skilled pedagogically) received support from prior university faculty as...
| Published in: | College Student Journal Vol. 47; no. 4; pp. 567 - 578 |
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| Main Authors: | , |
| Format: | Article |
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Project Innovation Austin LLC
Winter2013
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=93813985&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 93813985 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Winter2013 vid: 47 iid: 4 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 93813985 ppf: 567 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 8.2MB tig: atl: EMPOWERING INNOVATIONS: ADDING VALUE TO UNIVERSITY-SCHOOL PARTNERSHIPS. aug: au: NUGENT, PEG FAUCETTE, NELL affil: Argosy University Online University of South Florida su: College-school cooperation Teacher induction Teacher education Education interns Student teachers Training of beginning teachers Training of physical education teachers Mentoring in education sug: subj: College-school cooperation Teacher induction Teacher education Education interns Student teachers Training of beginning teachers Training of physical education teachers Mentoring in education keyword: beginning teachers physical education preservice education school-based teacher education school-university partnerships teacher induction ab: This article discusses results from a study on beginning teachers who developed university interns as a focus of their induction program at their schools. For 13-weeks, four novice physical educators (who were considered highly skilled pedagogically) received support from prior university faculty as interns worked with them twice weekly. Results showed that they effectively developed interns while feeling renewed themselves. Interactions with interns and university mentors reignited their commitments to best practices and recently learned pedagogical values. Most took steps toward professional advancement and all received positive responses from colleagues. Researchers' concerns of burnout from overload did not occur. Instead, the novices deeply regretted losing interns when the program ended. Since this research identified similar positive impacts on participants in a prior study, perhaps future research could examine the efficacy of this approach in other content areas. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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