Improving partnerships between schools and universities: professional learning with benefits beyond preservice teacher education

Abstract

A constant dilemma for teacher education in Australia and overseas is the difficulty of finding sufficient numbers of placements for preservice teachers to complete the professional experience/student teaching component of their course. Statements related to quantity of placements gain both public and professional attention while less attention is given to the quality of learning. Investigations as to why experienced teachers are reluctant to participate demonstrate that there are more complex issues than the superficial focus on numbers. They demand attention by those involved in university-school relationships. This paper proposes that by viewing the partnership from a wider perspective, concerns related to professional experience can be addressed, at the same time offering expanded opportunities for teacher professional development. Reflecting upon observations of current practices and the analysis of perspectives articulated in educational literature, the paper further proposes that a committed partnership approach takes advantage of underutilised experience and knowledge to provide mutually beneficial learning outcomes for all participants.

Tendencias en la formación inicial docente

“…Al igual que en apartado anterior, son también numerosos los países que han desarrollado estímulos para que, en alianza con las universidades, los centros educativos se conviertan en instituciones proveedoras de formación docente (Walkington, 2007). de un sistema de alianzas entre instituciones de formación inicial y centros de enseñanza básica para promover un mayor involucramiento de estos últimos en la formación de profesores (Ministry of Education and Science of Sweden, 2003).…”

Seconding Teachers to the Academy: An Alternative to Traditional Approaches of Sessional Staff Employment

“…This outreach from the university into the professional field promotes additional benefits that come from sustained engagement. The recognition of the complementary contributions that each make is strategically productive (Marlow & Nass-Fukai, 2000;Walkington, 2007). The seconded staff are able to share accurate information and 'cultural values' across the university-professional boundaries.…”

“…As most interaction with the faculty by sessional staff is piecemeal, they normally lack an overall understanding of university courses and have limited engagement with faculty culture and practices (Gravatt & Petersen, 2007;Murray & Male, 2005;Staniforth & Harland, 2006). The resulting discontinuity is not conducive to maximum student learning and productive industry partnerships (Walkington, 2007). For this institution, this is no longer necessary as the seconded teachers fill this role.…”

“…In the Faculty of Education, the three most frequent responses suggested a) more opportunities to provide feedback into the faculty (75%) b) increased opportunities for professional development (60%), and c) greater inclusion in the faculty community (40%). These responses were considered particularly relevant to teacher education where the relationship between university learning and school engagement is a crucial element (Basile, 2006;Clark, Foster & Mantle-Bromley, 2005;Marlow, & Nass-Fukai, 2000;Walkington, 2007).…”

Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis

“…Similarly, university tutors can find it challenging to prepare teachers to work in a school system in conflict with their personal philosophy of education which can undermine the work of colleagues in schools (Hall and Schulz, 2004). University-school divides are therefore deeply embedded in culture and practice and changing these practices requires considerable deliberation and commitment (Walkington, 2007).…”