Search results for: Partnerships in education
Page 1/9 87 items
The aim of this paper is to critically examine the concept of partnership between school and university. The authors offer a critique of partnership as it is presented in literature at a macro and meso level, and they report on a collaborative enquiry between school and university staff in a (micro-level) secondary school setting. The project was structured around a series of workshops in the school setting to support and facilitate Learning Rounds. Using data from this project including field notes and semi-structured interviews, they will give voice to the often unheard testimony of the teacher in their lived experiences of partnership, and make a contribution to the ongoing debate around partnerships by highlighting some of the difficulties and tensions arising from partnership in practice.
Updated: May. 09, 2022
The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.
Updated: Oct. 13, 2021
Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions
Content-focused practice-based professional development (PBPD) with active learning is one avenue to support teachers in learning new strategies, practices, and programs. This type of professional development moves away from traditional lectures. In this descriptive study, the authors used a pre–post group design to examine the extent to which a PBPD was effective in teaching participants how to design, implement, and evaluate functional assessment–based interventions. Results indicate participants increased perceived knowledge, confidence, and usefulness and made gains in actual knowledge. The authors conclude with implications, limitations, and suggestions for research and practice.
Updated: Jul. 14, 2021
Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam
Featuring a fundamental component in initial teacher education (ITE), the practicum also presents pre-service teachers (PSTs) with challenges arising in the process of crossing the boundary between the university and school. This paper draws on the Cultural Historical Activity Theory (CHAT) to analyse case study data on a university-school partnership in Vietnam. Findings reveal a ‘separatist’ partnership, characterised by marked division of labour, and insufficient communication between the partners. In light of CHAT, the paper offers a renewed understanding of partnership, whereby contradictions are viewed as valuable for learning as consistent ideas and values held by the partners.
Updated: Jun. 23, 2021
University-district partnerships to improve field experiences: Associations with candidate perceptions and performance
Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes. Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences. Participants included 171 candidates enrolled in a graduate certificate program and 11 university-based faculty. EFIS candidates spent increased time in early field experiences, yet EFIS was not associated with candidates’ performance at program exit. Although we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss these discrepancies and offer suggestions for ongoing research.
Updated: Oct. 21, 2020
The Universities and initial teacher education; challenging the discourse of derision. The case of Wales
For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken place in other countries such as USA and Australia. However in 2013, when the Welsh Government turned its attention to the apparent low quality of its current provision, rather than challenging the role of universities, it chose to strengthen their contribution. There were however to be important changes that insisted that universities put the student teacher learning at the heart of course planning, that universities clarify their own distinctive contribution and that they work in close collaboration with schools. While this approach to initial teacher education is not new, this is the first time that such a model has been implemented on a national scale. This paper outlines the nature, rationale and underlying research for the reforms in Wales. It concludes by speculating on their likely impact in raising the quality of provision and securing the future contribution of universities to teachers’ learning.
Updated: Aug. 18, 2020
Developing research-informed practice in initial teacher education through school-university partnering
There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a 10 year period, how student teachers in an English University on a one year course, draw on theoretical models, introduced in university sessions, when planning for a ‘creative week’ placement in schools. Working within an interpretivist paradigm drawing on data from 52 student teachers, 10 teachers and 50 children this case study explored a model of teacher education provision. Findings illuminated factors that inhibited student teachers from planning engaging lessons, which challenged their learners, including poor relationships between stakeholders, misunderstandings of the purpose of the placement and under developed knowledge and understandings of how to successfully draw on theoretical models to enhance learning, together with the challenges of limited time during a one year course. Findings also uncovered the extent to which student teachers were ‘allowed’ by some teachers, but not by others, to take risks in their practice, and the impact this has on student teachers’ sense of autonomy and confidence. Implications of the research demonstrate how findings can impact on ITE course design and partnering models between University and schools.
Updated: Jul. 28, 2020
From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships
An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, the authors identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.
Updated: Jul. 06, 2020
This article aims to examine the critical features and outcomes of an Australian collaborative university- and school-partnership. This partnership was based on an immersion project for mentoring final year pre-service primary teachers in the area of special education. The findings reveal that this project provided scaffolded, authentic opportunities for pre-service teachers that were also beneficial for school staff, students and the school community. Mentors ensured that time spent in schools comprised a high-quality experience, and that pre-service teachers had formal opportunities to observe, discuss, trial and reflect upon theory and practice. The authors conclude that participants experienced real growth and challenges whilst being supported by school mentors and the university coordinator for the full academic year.
Updated: Mar. 11, 2018
This article describes a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. The partnership between the authors began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, they began to look closely at Tom’s experiences integrating mindfulness into his instruction, which resulted in self-study research. The authors have found that this study reveals the power of theoretically grounding teaching practice in mindfulness and in intentional consideration of language as a tool to establish an appropriate affective space for learning, even in an online setting.
Updated: Feb. 11, 2018