Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships

Bullough, Robert V.; Birrell, James R.; Young, Janet; Clark, Douglas H.; Erickson, Lynnette B.; Earle, Rodney S.; Campbell, Joy F.; Hansen, Laurie; Egan, M. Winston

doi:10.1177/002248719905000511

Cited by 51 publications

(25 citation statements)

References 7 publications

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“…As Bullough et al (1999) conclude, although attaining a partnership can be a relatively successful experience, sustaining it in the long term is not always a positive experience.…”

Section: School-university Partnershipsmentioning

confidence: 95%

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

Maskit¹,

Orland‐Barak

2015

Journal of Education for Teaching

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This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers' experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school-university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university-school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university-school partnerships.

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“…As Bullough et al (1999) conclude, although attaining a partnership can be a relatively successful experience, sustaining it in the long term is not always a positive experience.…”

Section: School-university Partnershipsmentioning

confidence: 95%

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

Maskit¹,

Orland‐Barak

2015

Journal of Education for Teaching

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“…Partnerships focus on the exchange of knowledge, shared learning and capacity-building (Holland, 2001), and a sense of professional community is developed (Cox, 2005;Watson & Steele, 2006). Collaborative practice is essential for effectiveness (Goodlad, 1994;Bullough et al, 1999;Marlow & Nass-Fukai, 2000;Peters, 2002a;Ehrich et al, 2004) and explicitly addressing the roles and responsibilities of participants underpins the achievement of mutually beneficial outcomes (Beck et al, 1999;Dallmer, 2004;Basile, 2006). More efficiently utilising the expertise and experience available characterises improved outcomes and professional relationships (Beck et al, 1999;Walkington, 2006a).…”

Section: Considering a Partnership Approachmentioning

confidence: 99%

“…At the one-on-one level, mentoring teachers share their knowledge developing respect for their years of experience; they evaluate their own practices through reflection about teaching with their mentee; they are exposed to varying perspectives developed by the preservice teachers through their university study; they have an opportunity to see their classes and pupils through a different set of eyes. In addition, having another 'teacher' in the classroom can be a welcome additional resource (Bullough et al, 1999). The partnership organisation must provide professional development that assists teachers to learn about and understand the benefits of the mentoring experience, reducing some of the risks perceived.…”

Section: Partnership Activities and Potential Benefitsmentioning

confidence: 99%

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

Walkington

2007

Teacher Development

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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.

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“…Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new. Transformational change (Smith, Edelen-Smith, & Stodden, 1998), schooluniversity partnerships (Bullough et al, 1999), and breakthe-mold network and collaborative restructuring (Dickens, 2000;Lieberman, 2000;Tye, 2000) have been used as deat RMIT UNIVERSITY on August 10, 2015 rse.sagepub.com Downloaded from more inspiring than they are realistic (Schlechty, 1997), because their purpose is to inspire stakeholder members to build a "common understanding of what might be accomplished together that cannot otherwise be accomplished" (Mantle-Bromley, Foster, Wilson, Kozleski, & Anderson-Parsons, 2000, p. 1). .…”

Section: And It Ought To Be Remembered Thatmentioning

confidence: 99%

The Nature of the People

Smith

Edelen-Smith

2002

Remedial and Special Education

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Since 1986, the National Network for Educational Renewal (NNER) has attempted to persuade 41 institutions of higher education (IHEs) in partnership with schools to build collaborative networks among education faculty in colleges, schools, and departments of education (CSDEs) and to put into practice a new order of things leading to improvement in schooling and the renewal of teacher education. In an effort to describe the level of participation of special education in the commitment to the NNER agenda, we conducted a survey of the 28 NNER member IHEs who had departments or units of special education within their CSDEs. The chairs of departments of special education or their equivalent were asked to rate how well the NNER agenda and the new order of things was being accepted and carried out at their institution. IHEs were surveyed in four areas: the degree to which special education faculty are viewed as true (parity) partners within and across elementary and secondary education departments; the degree to which elementary, secondary, and special education faculty have been willing to surrender specific ownership of courses and content in order to create an interdisciplinary teacher training program; the willingness of elementary, secondary, and special education faculty to create a shared training program that provides all preservice teachers with learning opportunities in both general and special education settings; and the degree to which CSDE faculty across departments are training preservice teachers to use an array of educational services and accommodations for students with disabilities who are participating in the general education curriculum and settings.

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Paradise Unrealized: Teacher Educators and the Costs and Benefits of School/University Partnerships

Abstract: are faculty members at Brigham Young University. Their specializations include teacher education, partnerships, and professional development schools.

Cited by 51 publications

References 7 publications

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel

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

The Nature of the People

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