Moving beyond collusion: clinical faculty and university/public school partnership

Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships

“…In this way, reconciling academic and practitioner knowledge, as seemingly oppositional points of view, can generate both new understandings and enhanced practices in support of teacher learning. In essence, through discursive and social processes, a new community of practice (Bullough et al, 2004;Wenger, 1999) develops in the third space. In these communities of practice, teacher educators work together to thoughtfully enhance and guide learning opportunities for teacher candidates.…”

“…Bullough et al, 2004;Slick, 1998a;1998b), the work of university-based teacher educators occurred in multiple social contexts. We faced varied responsibilities and multiple duties as educators and institutional representatives.…”

Continuing Education for Teachers in the Teaching Residency Program at Colégio Pedro II in Brazil

“…This situation can be explained by the lack of incentives for permanent members of university teaching staff to spend time in coordinating field activities, including those involving teaching practices by student teachers, on the one hand, and the right to interfere in outside institutions, on the other (Bullough et al, 1997(Bullough et al, , 2004Cornbleth & Ellsworth, 1994;Zeichner, 2002).…”

La réflexivité comme instrument de formation par l’alternance et de développement de l’activité professionnelle des enseignants

“…À cet égard, les entretiens de conseil pédagogique se limitent bien souvent à des suggestions indirectes et à des encouragements ayant peu d'impact sur le développement professionnel des EN (Orland-Barak & Klein, 2005 ;Semeniuk & Worrall, 2000). Tantôt centrés sur le soutien émotionnel, voire « compassionnel » (Darling-Hammond, 2001), au détriment de l'analyse des difficultés réelles rencontrées en classe par ces derniers (Abell, Dillon, Hopkins, McInery, & O'Brien, 1995 ;Arredondo & Rucinski, 1998 ;Clarke & JarvisSelinger, 2005 ;Edwards, 1997 ;Kwan & Lopez-Real, 2005), tantôt fondés sur des malentendus ou des consensus apparents sur la compréhension de la situation analysée (Borko & Mayfield, 1995 ;Bullough, Draper, Smith, & Birrell, 2004 ;Paris & Gespass, 2001), ces entretiens sont moins des occasions d'échange et de construction personnelle d'un style d'enseignement par les EN (Yayli, 2008) que des circonstances où les conseillers pédagogiques (CP) livrent leurs propres modèles d'action (Franke & Dalhgren, 1996 ;Parker-Katz & Bay, 2008).…”