Developing research-informed practice in initial teacher education through school-university partnering

Abstract

There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a ten 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 which 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 initial teacher education course design and partnering models between University and schools.

Canfyddiadau Rôl Newydd yr Hyrwyddwyr Ymchwil wrth Ddatblygu Partneriaeth AGA Newydd: Heriau a Chyfleoedd i Ysgolion a Phrifysgolion

“…These observations support the findings of Ellis et al (2014) regarding the gap between researchers and practitioners, recognising potential difficulties in relationships within ITE (Elton-Chalcraft et al, 2018). Moreover, they give strong justification to development of the role of the RC by the Cardiff Partnership as an instrument of reconciliation where separation may otherwise become inevitable (Tanner and Davies, 2009).…”

“…Meanwhile, teachers, dealing 'with a range of issues simultaneously, and often quite quickly' (Hammersley, 2009: 324, italics original) have little option but to rely on 'distilled theoretical knowledge and values derived from popularisations … through staffroom conversation rendered into homilies, maxims and reactive attitudes' (Winch, Oancea and Orchard, 2015: 209). Caught between these two camps are the university ITE tutors, facing academic 'proletarianisation' (Ellis et al, 2014), 'increasing separation, and possible divorce, between teacher education and its research base' (Tanner and Davies, 2009: 374) and navigating the difficulties of relationships between student teachers, schools and university (Elton-Chalcraft et al, 2018).…”

Informal learning contexts in the construction of physical education student teachers’ professional identity

“…PE teachers feeling isolated and underappreciated, having no resources) is well acknowledged (Richards et al, 2014). In Finland, however, this might occur to a lesser degree due to the general appreciation for the teaching profession and the professional standards requiring a master's degree for PE teachers (see Simola et al, 2017). Nevertheless, becoming aware of such matters early on during PETE would possibly ease the induction phase to school and relieve reality shock, potentially resulting in decreased attrition (cf.…”

“…Education system in FinlandThe Finnish education system has been highly successful and appreciated, both nationally and internationally (Kosunen et al, 2020; Simola et al, 2017). Its central features have been the teachers’ high level of education (mandatory graduate programme) and the basic idea that all teaching should be based on research.…”

Literacy instructional coaching for inservice teachers through a community-engaged partnership

“…The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CES; Boyer, 1990) to encourage federal and state departments of education to offer more funds to support instructional coaches at the schools. Additionally, there are few models of community-engaged partnerships (CEPs) between schools and universities in teacher education (Elton-Chalcraft et al , 2020), which this study explores and, thus, helps fill this gap.…”