Search results for: Partnerships in education
Page 4/9 85 items
This article describes a study which examined the structuring of university–community research partnerships that facilitate theoretically grounded research while also generating findings that community partners find actionable. Through their focus on the evolution of this university–community collaboration, they show how researchers established their commitment to a mutually beneficial exchange. They also show how data-driven action emerged when community agencies assumed ownership and prioritized action throughout the research process.
Updated: Jul. 08, 2015
The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Updated: Mar. 03, 2015
Communities of Practice and Participatory Action Research: The Formation of a Synergy for the Development of Museum Programmes for Early Childhood
The purpose of this study was to integrate the ideas of community of practice and participatory action research. This integration formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge. The authors conclude that both communities of educational practice and participatory action research can help participants develop the shared vision that is necessary for the development of a rigorous and better practice.
Updated: Dec. 29, 2014
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014
Creating Foundations for Collaboration in Schools: Utilizing Professional Learning Communities to Support Teacher Candidate Learning and Visions of Teaching
The purpose of this study was to examine ways that the unique model involving nested collaborative professional learning communities (PLCs) within a teacher education program led to a) learning for the members school/university partnership and b) refined visions of what it means to be a teacher. The findings indicated that teacher candidates came away from the experience seeing teaching as a collaborative endeavor. The ongoing feedback from both their mentor teacher and cohort colleague was critical to their learning to teach process. Furthermore, the collaborative work accelerated their opportunities to learn as they learned from both their successes and mistakes along with their partner’s successes and mistakes.
Updated: Nov. 18, 2014
Dancing in the Ditches: Reflecting on the Capacity of a University/School Partnership to Clarify the Role of a Teacher Educator
The present article examines common themes identified in the roles required and/or perceived for teacher educators by both teachers and teacher educators. Collaboration, discussion and critique enabled personal reflection as teacher educators worked as partners to schools in a state-sponsored teaching and learning skills project. The teacher educators were required to be change agents at the interface of theory and practice and their experiences reflected individual journeys, but their reflections have ongoing implications for clarifying and professionalising the role of teacher educators.
Updated: Oct. 22, 2014
The Role of the University Tutor in School-based Work in Primary Schools in Northern Ireland and the Republic of Ireland
This study compares between the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration.
Updated: Oct. 20, 2014
Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships
The authors wanted to understand the challenges hybrid teacher educators face in efforts to foster third spaces in partnerships. They investigated the ways university-based teacher educators foster and mediate relationships to work toward a collective third space. The authors investigated the relationships encountered in partnership contexts, challenges and tensions faced in these relationships, and ways they negotiated tensions and worked to overcome impediments to developing third space over time. In addition, the authors propose a framework for moving beyond traditional notions of oppositional triadic relationships of student teacher, mentor teacher, and supervisor in recognition of complex social ecologies in the third space.
Updated: Feb. 25, 2014
Mastering Teaching and Learning through Pedagogic Partnership: A Vision and Framework for Developing ‘Collaborative Resonance’ in England
This article seeks to reframe teacher professional learning within the specific policy context of a new national model of master’s level professional development – the Master’s in Teaching and Learning (MTL) in England. The article describes the design and early implementation of this major national design initiative. Within the MTL core teaching and learning processes, four core strands of professional development are described: creating effective learning environments, developing effective professional learning, creating pedagogic awareness and effectiveness and developing wider school experience.
Updated: Feb. 04, 2014
In this article, the authors describe the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school in Iowa. The authors argue that the use of self-study as the frame for their professional learning experience was seen as a powerful and positive experience overall, impacting both their own practice and the dual language program at large. The authors also argue that during the process of self-study, many of the teachers became supportive collegial friends, colleagues who appeared genuinely interested in working together to improve practice. By working as collegial friends, by engaging in critical discussions of genuine issues and teacher-chosen interests in improving practice, the dual language program as a whole benefited.
Updated: Jan. 15, 2014