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Role identification and discourse analysis show that interprofessional collaboration and collaborative dialogue require specific competencies, directly shaping the quality of practical teacher training.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nJosianne Caron  \nStéphane Martineau  \nUniversité du Québec à Trois-Rivières Québec (Canada)  \nAbstract  \nCollaboration between student teacher trainers, the cooperating teacher, and the university supervisor, is directly connected with the sharing of respective knowledge (Gervais & Desrosiers, 2005). However, fruitful exchanges are not necessarily usual (Sanford & Hopper, 2000), which is considered the most detrimental factor in the student teacher training process (Kauffman, 1992). This paper presents some results of a study on the circulation of knowledge between the student trainers. Data was collected using audio recordings of conversations in the natural setting of secondary teacher internship. Identification and analysis of the predominant roles illustrated in their discourse reveal that interprofessional collaboration and collaborative dialog need specific competencies.  \nKeywords: student teacher trainers, interprofessional collaboration, collaborative dialog, collaborative dynamics  \nLiliane Portelance is a Full Professor with the Department of Educational Sciences at the Université du Québec à Trois-Rivières. Graduated in psychopedagogy at the University of Montreal, her research focuses on collaboration in education, in particular in the context of practical training for future teachers. Her research interests also include the training of teachers ’ trainers. She is a researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) and a member of the Laboratoire d’analyse du développement et de l’insertion professionnels en éducation (LADIPE-UQTR).  \n[liliane.portelance@uqtr.ca](liliane.portelance@uqtr.ca)  \nJosianne Caron is a Ph.D. student with the Department of Educational Sciences at the Université du Québec à Trois-Rivières and a student member of the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) . Her research focusses on practical training for future teachers, and in particular on the uses to be made of scientific knowledge by cooperating teachers. She has gained expertise in supporting a group of professionals in codevelopment. Her research interests also include the analysis of collaboration between the cooperating teacher and university supervisor.  \nJosianne.caron@uqtr.ca  \nStéphane Martineau is Full Professor in the Educational Sciences Department of the Université du Québec à Trois-Rivières (UQTR), researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) and member of the Laboratoire d’analyse dudéveloppement et de l’insertion professionnels en éducation (LADIPE-UQTR) . His research interests include the analysis of teachers' work in sociological perspective, the foundations of education and qualitative methodologies.  \n[Stephane.martineau@uqtr.ca](Stephane.martineau@uqtr.ca)  \nIn many countries, teacher training occurs alternately at the university and in the field. As with any alternating training, it requires a partnership between institutions. This partnership is the result of an agreement between institutions that share common goals and use their respective resources in a convergent manner (Landry, 1994) . It also requires collaboration between the trainers; an authentic and interprofessional exchange of knowledge (Little, 1990) . Compliance with these requirements is particularly essential for student teacher internships at the primary and secondary school levels. Indeed, these internships are the locus of interprofessional contact between school and university trainers. It is therefore not surprising that collaboration between cooperating teachers—who are the internship field trainers — and university supervisors has become a subject of interest for many researchers over the years (Rodgers, 2004; Sim, 2010; Van Zee, Lay & Roberts, ","cbCaivXx0I3vUa15","https://ap.wps.com/l/cbCaivXx0I3vUa15","pdf",363453,16,"English","# Abstract\n# The Importance of Collaboration for Student Teacher Trainers\n## Collaboration requirements in alternating teacher training\n## Interprofessional exchange between school and university trainers\n# Research focus and study approach\n## Two-way flow of knowledge and relational dynamics","[{\"question\":\"Why is knowledge sharing between trainers important in student teacher internships?\",\"answer\":\"It supports student learning and helps determine the quality of training for future teachers by linking collaboration to the exchange of respective knowledge.\"},{\"question\":\"What does the study analyze to understand collaboration between student teacher trainers?\",\"answer\":\"It examines the circulation of knowledge using audio recordings from natural secondary teacher internship conversations, identifying predominant roles and analyzing discourse.\"},{\"question\":\"What competencies are needed for interprofessional collaboration and collaborative dialogue?\",\"answer\":\"The research indicates that interprofessional collaboration and collaborative dialog require specific competencies to enable fruitful exchanges among the trainers.\"}]","Collaboration through knowledge sharing between cooperating teachers and university supervisors | PDF",1792079630]