A school university teacher education partnership: Reconceptualising reciprocity of learning

Abstract

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

Strategic Leadership Practices and Their Role in Achieving Competitive Advantage in Schools, Future Agendas, Research Gaps, and the Research Needs: Systematic Literature Review

“…The variables were examined in the preceding studies Table 2 The variables that were examined in the preceding studies Study Variables (Clarke & Winslade, 2019) Teaching profession, contemporary teacher practice, leadership opportunities for schoolteachers (Liddle, 2016) Collaborative leadership Lebrón et al (2020) Strategic management, case competition, experiential learning, (Haidar, 2018) Gender leadership Chennatuserry et al (2022) Competing value, leadership, strategic emphases Ramango et al (2022) School management teams, school leaders, screening identification assessment and support policy, school-based support team Dudley et al (2020) School-led improvement, system leadership Cohen et al (2011) Development of their leadership capacity (Frost & Roberts, 2004) Teacher Leadership Paletta et al (2020) Principal (Arend, 2020) Competitive advantage; critical assessments (Haijing, 2015) Competitive advantage, Educational competition, Educational marketing, Public higher education (Krause, 2015) Competitive advantage; resource-based approach (Shawn & Roshini, 2017) Network effect; competitive advantage 2015) investigated competitive advantage, educational competition, educational marketing, and public higher education. Moreover, Krause (2015) studied competitive advantage through a resourcebased approach.…”

“…The samples were used in the preceding studies Table 3 The samples that were examined in the preceding studies Study Samples (Clarke & Winslade, 2019) Stakeholders (Liddle, 2016) Stakeholders Lebrón et al ( 2020) Stakeholders (Haidar, 2018) School deans Chennatuserry et al (2022) School teachers Ramango et al (2022) School leaders Dudley et al (2020) Schools system Cohen et al (2011) Students (Frost & Roberts, 2004) School teachers Paletta et al (2020) School principals Gonçalves et al (2021) School Management Müller et al (2020) School principals Moore et al (2018) Students Ismail et al (2018) School teachers (Arend, 2020) Schools system (Haijing, 2015) Education practitioners (Krause, 2015) Students (Shawn & Roshini, 2017) Students…”

Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia

“…Midthassel (2017) confirms the challenges of having cultural differences in the following ways: cultural differences such as college teachers considering themselves as higher in status than school teachers are hindrances to partnerships. The presence of different personal experiences, exposures, differences in teaching philosophies, opposing opinions, and diverse approaches to teaching are considered cultural differences that could affect the working together between schools and colleges in partnerships (Clarke & Winslade, 2019).However, these differences can be a working opportunity for the betterment of schools and colleges of teachers' education since the differences pave the need for learning from one another. Similarly, the hierarchical structure of educational institutions orients detachment and creates obstacles to developing interaction, coordination, and collaboration between colleges of teachers' education and schools.…”

Third Space Creates Collaborative Environments to Develop Pre-service Teachers

“…These perceptions can lead to a disconnect in a candidate's understanding of the complexities of the classroom. Teacher preparation programs have been criticized for the lack of connection between what is learned in university-based coursework and its application in authentic school settings (Clarke & Winslade, 2019;Darling-Hammond, 2009;NCATE, 2010), therefore candidates need support in gaining the knowledge, skills, and dispositions to be effective teachers.…”

“…The effectiveness of the experience is relational to the collaboration, support, and expertise of the P-12 practitioner and placement itself (Torrez & Krebs, 2012). Prospective teachers need opportunities to not only observe in classrooms, but to engage in authentic teaching experiences that allow them to implement instruction and reflect on their practice (Clarke & Winslade, 2019). Early experiences coupled with support and timely feedback can help candidates grow their confidence.…”