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Educational Review, USA

Trainee Teachers’ Collaborative and Reflective Practicum in Kindergarten Classrooms in Greece: A Case Study Approach

Author:Efthymia Gourgiotou Date:January 30,2018 Hits:

Abstract

This chapter examines the reform outcome of reflective teaching introduced by the Department of Preschool Education among the teacher trainees in University of Crete, during their practicum. The main purpose of this action research project was to identify principles and specific strategies to the development of collaborative work employed from the participants to support and enhance the development and learning of young children. The participants of the study (70 teacher trainees, and the University Kinder-garten Mentor, were trained all together twice in the beginning of each semester, by Course Supervisor) on a adapted and modified model of ‘Collaborative Learning Training’, focused to help teacher trainees on: a) the planning and teaching, b) the in-tervention on the learning environment of kindergarten, c) the formative evaluation of children, and d) the change of teaching practices, using curriculum differentiation to respond to children’s diversity. Data collection from interviews, surveys, observations and teacher trainees’ portfolios showed the engagement of all the participants in a democratic, critical reflection and creative problem-solving procedure with favorable predictions for collaborative teaching and learning in future professional settings.

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Trainee Teachers’ Collaborative and Reflective Practicum in Kindergarten Classrooms in Greece: A Case Study Approach
Efthymia Gourgiotou
Pedagogical Department of Preschool Education, University of Crete, Greece
Corresponding author: Gourgiotou Efthymia, Ph.D., Assistant Professor, Pedagogical Department of Preschool Education, University of Crete, Greece.
How to cite this paper: Gourgiotou, E. (2017). Trainee Teachers’ Collaborative and Reflective Practicum in Kindergarten Class-rooms in Greece: A Case Study Approach. The Educational Review, USA, 2(1), 117-128. http://dx.doi.org/10.26855/er.2018.01.001
Full Text: PDF  DOI: 10.26855/er.2018.01.001
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