Interrupting the Way Things Are: Exploring new directions in school/university partnerships

Piloting Teacher Education Practicum Partnerships: Teaching Alliances for Professional Practice (TAPP)

“…Wong and Chuan (2002) suggest this may be because tenured academics in higher education, metaphorically at least, look down on both the status and knowledge of their school colleagues. However, a more useful explanation might be a mutual lack of understanding as the longer term research focus of academics comes up hard against the immediate daily classroom responses required of teachers, particularly where the academic has no "chalkface" experience (Grundy, Robison, & Tomazos, 2001). DarlingHammond (2010, p. 40) approaches the issue from a more practical perspective, arguing that traditional teacher education represents a haphazard, and additional rather than integrated, arrangement of clinical practice in schools.…”

“…Kruger, Davies, Eckersley, Newell, and Cherednichenko (2009, p. 10) reported on university-school partnerships in response to the "Top of the Class" 2007 inquiry into teacher education by the House of Representatives Standing Committee on Education and Vocational Training. They stressed the need for any partnership to focus primarily on school student learning with trust, mutuality, and reciprocity as the key supporting principles (Grundy, Robison, & Tomazos, 2001). Essential elements were identified as school principal support, an agreed school need, and adequate resourcing of teacher and academic involvement.…”

Teacher Education Partnerships: An Australian Research-Based Perspective

“…Our view of partnership, like that of Grundy et al (2001), has a conscious, substantive edge to it. It refers to a relationship in which there is mutual cooperation and responsibility between individuals, namely persons and organisations, or groups for the achievement of a specified goal.…”

“…A review of the literature into differing approaches to teacher education partnerships (for example, Moran, et al, 2009;Moss, 2008;Fullan, 2007;Peters, 2002;White, et al;Grundy, et al, 2001 ) reveals a variety of approaches, all of which, according to Wong and Chuan (2002) have "shortcomings… in the areas of residencies or clinical training in schools". More specifically these shortcomings are manifest in the differing understandings and expectations of 'partnership' that are held by the teacher education faculty and participating schools (White, et al, 2010;Peters, 2002;Smith, 2000).…”

“Back to the Backlash?” Primary Practitioner Discourses of Resistance to Gender-inclusive Policies

“…This perspective is located in wider support for the ''practitioner research movement'' (see, for example, Day, 2000;Fullan, 1993;Grundy, Robison, & Tomazos, 2001;Johnson, 1999Johnson, , 2002bMcTaggart, Henry & Johnson, 1997).…”