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School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by student teachers for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by student teachers. In this volume, we present different international concepts of school adoption, lessons learned, and first theoretical considerations. With it, we invite teacher educators in schools, universities, and other institutions to engage into a dialogue about the perspectives school adoption offers for teacher education and teacher education research.
(Text)
School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by student teachers for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by student teachers, who thus have an increased responsibility for the pupils' learning, for the organizational matters of the school and for their own professional development. In this volume, we present different international concepts of school adoption, lessons learned, and first theoretical considerations. With it, we invite teacher educators in schools, universities, and other institutions to engage into a dialogue about the perspectives school adoption offers for teacher education and teacher education research.
(Author portrait)
Akademischer Mitarbeiter an der PH Weingarten; Arbeits undForschungsschwerpunkte: LehrerInnenbildung und LehrerInnenbildungsforschung, Internationaler Schulsystemvergleich - Schwerpunkt Nordeuropa, Portfolioarbeitin der Hochschullehre.Markus Janssen is a teaching and research assistant and PhD candidate at the University of Education Weingarten. His research interests are in the fields of teacher education across the continuum, the theory-practice-divide in teacher education, concepts of reflective and reflexive practice. He worked as a secondary school teacher for seven years.
