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[Abstract] Norwegian University of Science and Technology Department of Education and practice of teachers between schools teacher education model of cooperation, and to explore whether this pattern to achieve Explored whether the model gives students a real opportunity to both teaching and learning, whether students increased opportunities to interact with various partners, so learn to be social, interactive process. Finally, the model is examined to provide students with the opportunity to improve the ability to reflect and promote the professional development of student teachers. [Key words] co-Teacher Education; the ability to reflect; realistic teacher education in most countries, teacher education, one of the biggest challenges faced is how to closely integrate theory and teaching practice. Both the short and long-term sense, for the normal students the opportunity to provide theory with practice to help them grow as qualified teachers is very important. Many teacher education course has been criticized because of its theoretical and practical teaching of the problem far, the students that the class exposed to the problem seems to come from different worlds, and practical issues unrelated. Xhosa roots (Korthagen, 2001) proposed a He believes that the characteristics of this model is based on the students themselves as a student teacher in the school's practice experience as a starting point to promote students through systematic reflection on teaching. Learning is seen as a social, interactive process, from the overall aims of teacher education, and theoretical framework to facilitate learning the height of ②. In such a This article describes a teacher training school Department of Education and the cooperation between the teacher education model, and to explore whether this model to achieve We are particularly concerned that the model is to provide students with a real chance of both teaching and learning, whether students increased opportunities to interact with various partners, so learn to be social, interactive process. Finally, we examine whether the model gives students the opportunity to improve the ability to reflect. The cooperative mode - from the international incentive 20 century, 90 years, teacher education units and schools to actively carry out cooperation in teacher education. In the UK, Australia and the United States especially. Soon, other countries began to develop various cooperative teacher education model. By introducing the UK model of development cooperation in teacher education to explore the meaning cooperation model,[link widoczny dla zalogowanych], and the Norwegian University of Science and Technology (NTNU) conducted by the Department of Education co-teachers, teacher education programs as a specific example to further elaborate how this cooperation model, teacher education. 20 late 80s, the British teacher education has been criticized in many ways, people accused of teacher education courses offered by institutions of academic and away from social reality. Of course, this situation is not limited to the United Kingdom, several European countries are also facing the same problem (Hopmann & Hopmann, 1997). Therefore, the United Kingdom in the 90 teacher education reform, and practical cooperation between the school building to become a key part. British cooperation in the definition of teacher education is also a step forward which is more that schools and teacher training institutions are not only equal partners, training schools and their teachers in teacher education should play a leading role. This gradually developed in the UK three cooperation model (Furlong et.al, 1996). One is the master mode of teacher education institutions from these institutions is responsible for co-operation. The second is decentralized, in which teacher education institutions and training schools reached an agreement on teacher education complementary to each perform their responsibilities. The third model for cooperation, based on equality and cooperation between the two sides. Interns need to apply their training in the Department of Education as teachers of learning theory, this awareness gave birth to the idea of co-operation of teacher education. Interns learned from teaching the practice of knowledge and experience with them in the university academic knowledge acquired through theory are qualitatively different. Academic knowledge is based on conscious, rational, and can be expressed; and knowledge gained through practice is the intangible, intuitive, difficult to express. Training school teachers and university teachers, though they have different levels of expertise, but in the context of teacher education are equally important. Only closely integrated theory and teaching practice for future teachers to provide a balanced education. Cooperative teacher education model for the close cooperation of various partners, so that teacher education become an important area for education renaissance. , Cooperative teacher education model - key features teacher education in order to make cooperation succeed, practice school teachers and a professor of teacher education institutions must have the opportunity to work together. This model from different perspectives, cooperation, mutual benefit and a form of the responsibility of the students. Very important point is that teachers can practice school professors and teachers with the Department of Education Planning Department of Education curriculum and to participate in academic activities of teachers. Another important aspect is that teachers often visit the Department of Education's training school professors, and where teachers and students to discuss practicum internship progress and guide the interns how to observe the classroom. Finally, the evaluation of interns is a result of cooperation of all parties, including their theoretical knowledge and professional skills assessment. Third, the Norwegian University of Science and Technology cooperation model Norwegian University of Science Teacher Education Department of Education teachers, there are three types: one is the subject of teacher education and graduate degrees in the five-year consecutive study . The other is to work in schools supporting teachers to use ICT to provide a two-year job learning postgraduate courses. The third is the year of full-time graduate study. The following is the third case to be discussed. Department of Education at the Norwegian University of Science Teachers, teacher education development cooperation project is an exciting process. Since 1998, we have been constantly improving this model. Our schools and students with practical ideas to develop the project, objectives, plans and specific implementation plan, as well as the content and methods, including cooperative project plan. 1. The main purpose of the model purpose is to establish training schools and teachers Department of Education's long-term relationship. On the one hand, the scope of cooperation can not be involved in too many schools, on the other hand should try to include all types of schools. Cooperation not only involves practical training of interns, but also take into account the training school teachers in-service training, teaching, research and professional development work. The entire project should help interns gain theoretical and practical knowledge, and practical knowledge to help them make better use of theoretical knowledge. The significance of long-term, this cooperation project to help interns develop their own occupational characteristics of professional teachers. 2. Organization NTNU concept of cooperation is the school and university teachers through practical cooperation to organize the Department of Education Teacher Education. The two principles of such cooperation model: (1) Department of Education to work with teachers, schools must establish mutually beneficial cooperative relations, the principle of the Department of Education to ensure that schools and teachers practice the equality relations are crucial. (2) partner schools should be independent partnership, the cooperation of interns assigned to the appropriate class. This principle on the formation of work teams to promote the social sense of belonging is very important to interns, and helps trainees to practice subject for discussion. Each cooperative group is responsible for the student intern assigned to the appropriate schools, and is responsible for tracking each intern internship, including the participation of their final assessment. Cooperative groups have a certain freedom to practice some of the appropriate class for theoretical discussions. With 30 teachers in the school and the Norwegian University of Science Teacher Education Department of Education in cooperation. School teachers from each school appointed a professional instructor ③, responsible for planning and implementation of part of the training. In the traditional sense, this part of the work is separate from the implementation of university teachers Department of Education. Professional guidance of teachers teaching the original 15% of the workload will be reduced in order to facilitate better planning and implementation of their teacher education programs. Every Tuesday afternoon, all professional instructor off course in their own schools, so they go to university to participate in various research activities. The 30 schools divided into six cooperative groups, each composed of the five schools, each school has its own professional guidance to teachers. Department of Education's three to four teachers in a variety of teaching professors to participate in cooperative group experience of the work. Each cooperative group of 30 interns accepted. Cooperation Group as contained in the different schools (elementary, middle and high school, junior high tonal primary schools, 10 schools, open schools, traditional schools, vocational senior middle school or high school). Cooperation model,[link widoczny dla zalogowanych], please refer to Figure 1. Figure 1 represents a cooperative group. A total of six co-operation group, the first group to the sixth group, formed by a similar manner. 3. How this cooperation model Through cooperative groups, interns can be a variety of internship experience. See Figure 2. Details of these activities can be found in Appendix 2. In short, these activities are designed to enable students through teaching. Depth understanding of all aspects of the teaching profession, and in cooperation to develop their ability to reflect. Typically, tutors and teachers Department of Education to meet with professors to plan the academic year of study and practice. Year, the cooperative groups meet six times to assess the intern's learning, to ensure that the case tracking to each intern. The students began the first phase of training before they have completed arrangements for the department of micro-teaching, in the 4 to 5 students from the basic groups in the organization. A cooperative group, each instructor guidance (or a professional practice school teachers, or teachers, a professor of Department of Education.) All students in a cooperative group practice in all schools, each school will usually This means that the cooperative group of students and instructors take all the courses in this school tasks, and sometimes extra-curricular activities. Teacher education programs in accordance with national requirements, all students should be guided internship. Therefore, the Cooperation Group of the professional guidance of teachers and teacher, Professor Department of Education each year of graduate school students in at least three times to give guidance. In the year of study, a cooperative group of students and teachers to guide the development of three conversations ④: the first time in practice before the first stage, the second phase of training before the second, third after the final training phase. Group of students and cooperation often participate in seminars with the instructor. Throughout the learning process, students must develop their practice to grow into a teacher development documentation files. These documents will serve as the assessment of the course material. Professional guidance to teachers or university professors teach my students how to use these materials to promote and assess their professional development. Cooperative Education focused on identifying the potential of each student as a teacher to help students to further growth and development. Department of Education has the responsibility of teachers to determine a student is not fit for teaching, not their teaching certificate issued. In this case, the teacher Professor Department of Education is responsible for providing the necessary materials to explain the reason ⑤. Another clear requirement is that each group should carry out a cooperative research and development projects. This project in 2003 and 2004 were evaluated (see appendix and notes) ⑥. In the next section, we explain how this project is to achieve 4. School from the experience Learning (1) Cooperation Group. Each school year, cooperative group of teachers throughout the program planning meeting, usually span two semesters. Cooperation at the group on how to reach an agreement to implement lesson plans, and cooperative team members you assign tasks. In the first phase of practical mid-term students, cooperative group reconvened to discuss how to help mainly the development of each student to become teachers, how to give students the best guidance. Students have the potential to grow into different teachers and different stages of development, teaching practice must be individualized, tailored. Some students need to learn and practice to master the beginning of group learning and group discussions organizational skills, some students may be able to accept in practice require a higher initial task of teaching. A further task is to find out what interns are not fit to be teachers, these students want to discuss, and find other,[link widoczny dla zalogowanych], more suitable for their individual characteristics, work orientation. After the first phase of training, cooperation, group meet again to sum up the effectiveness of practicum each student to discuss the next phase of the training measures to be taken and should be given guidance. During the year, cooperative group met six times to discuss the progress of each student. The important topics of each meeting centered on how to arrange the practice to enable students to obtain the best internship experience ⑦. (2) professional development. Beginning of the course, each student will write a self-introduction (called Need to describe what motivated their teachers took to the road; to be a good teacher, the length of their own at that; in what areas require special guidance; and the expectations of this course. Teacher growth teachers file a cooperative group of students for the first time a basic reference for individual counseling, the counseling is designed to help students practice the first stage of reflection before ⑧, to enable students to realize the overall goals and learning The specific objectives of each student. After the first phase of training, guidance teachers and students interviewed again to discuss whether at this stage to achieve the expected goal practice, and discuss the next phase of the feasibility of training objectives and strategies. Finally, in an interview after completing the second phase of training. In this meeting, the students in the course of their development to assess and discuss their work should be started first teachers to establish what kind of goals and what kind of teacher development strategy. The meeting also helps students to write Target ⑨. (3) Micro Teaching. Another good practice to help students prepare measures Microteaching. It can make no teaching experience students have the opportunity to teach small-scale initial attempt. The beginning of the course, students were divided into 4 basic groups of 5 people microteaching, that each student choose a topic for 8 to 10 minute presentation. Report, the group where every student and teacher comments on the report, comments and suggestions. The Microteaching intended for their internship in the school and lay a good foundation ⑩. (4) training phase. Students have two practice phases: the fall and spring semesters of the 7 weeks. Practice, half-time students are guided independent teaching, half of the time teaching groups, such as team teaching or double teaching ⑾. Professional guidance to schools for teachers in partner schools to guide students to choose the right teachers to help them understand the theory of practice to improve teaching ability. (5) the school took over. Throughout the school year, cooperative group of students and teachers will take over the group once a school, this group took over the co-operation means that all students are training at this school. During the internship, most of the school teachers as a student instructor. In the first phase of training, trainees to understand and familiar to students and to understand important aspects of teaching (teaching counseling facilities,[link widoczny dla zalogowanych], school curriculum, classroom layout,[link widoczny dla zalogowanych], etc.). 3 to 4 weeks, the school teachers leave the school for training or to study elsewhere, cooperative group of teachers and students to take over the school ⑿, interns and the school-site teaching a variety of daily activities, to observe the instructor, instruction, efforts to make interns have their own understanding of the teaching process. When the teachers return to school after the re-take over the school affairs, and continue to guide interns ⒀. 5. This mode of interaction interns how to improve communication skills and team work spirit (1) basic cooperation group. In the school year, the cooperative group of interns were divided into fixed basic group. Teacher education teachers made it clear to students the basic group of students need to learn each other on their respective responsibility and social life. In the course of the internship in the learning of these basic groups and social activities are two aspects of the challenges encountered, this experience provides students with valuable experience and understanding of team work is their deep understanding of their interactions in the system is assumed What kind of role, to play what role. (2) practical guidance, double the teaching practice, the school took over. In practice, students, and several people working together is their most important contacts instructor training school. Usually exposed to four instructors (two for each phase of training), they provide guidance to students on their teaching based on student opinion, it is the fundamental point is not the instructor early in the internship as an expert to provide students with ready [/u] the answer. Their most important task is to help students realize their own schools, learning and education, understanding, and to understand their own theory about the teaching practice ⒁, and to discuss with students what kind of strategy can improve their practice effect.

The use of cooperative teacher education model

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