Re-defining Partnership: Revolution or reform in initial teacher education?

Furlong, VJ; Whitty, Geoff; Whiting, Caroline; Miles, Sheila; Barton, Len; Barrett, Elizabeth

doi:10.1080/02607479650038418

Cited by 77 publications

(46 citation statements)

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“…Building a successful triadic partnership among teacher educators, mentors and teachers also requires extra time and effort for the work of scaffolding, as well as liaison. Several writers have noted the reluctance of tertiary staff to increase the demands on teachers for fear of ending the relationship altogether (Zeichner, 1992;Furlong et al, 1996). The main barriers to partnership are time constraints and inadequate funding.…”

Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

“…In some cases (see, for example, Powell & McGowan, 1996;Teitel, 1998), teachers have reported anxiety in the developing relationships with tertiary staff, indicating that control of discussions and meetings remains quite clearly with the university, leading to HEI-led partnership. Furlong et al (1996Furlong et al ( , 2000 have further noted the growth in the United Kingdom of 'separatist partnership', where schools develop programmes that select, prepare and employ teachers within one particular school with little or no external involvement. Balance of power is required for collaborative partnership.…”

Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

“…However, the cases in Hong Kong revealed that weak relationships were generally reported between universities and collaborating schools in studies adopting both the PDS model and the consultation model. As the literature reveals (Furlong et al, 1996(Furlong et al, , 2000Smedley, 2001), it is a challenge for schools and universities to establish mutual trust, and to have a new balance of power between school teachers and university members in partnership projects. A shared understanding and vision among different stakeholders through dialogue or an increased level of collaboration is critical.…”

Section: The Consultation Modelmentioning

confidence: 99%

“…However, in the eyes of Taylor (2008), no previous systematic investigation had been undertaken to support this assumption. Furlong et al (1996) described three 'ideal typical' models of partnership in the United Kingdom, which were characterised as 'higher education institution (HEI)-led partnership', 'separatist partnership' and 'collaborative partnership', with HEI-led partnership being the most common by 1995. In some cases (see, for example, Powell & McGowan, 1996;Teitel, 1998), teachers have reported anxiety in the developing relationships with tertiary staff, indicating that control of discussions and meetings remains quite clearly with the university, leading to HEI-led partnership.…”

Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

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School—University Partnership: Challenges and Visions in the New Decade

Chan

2012

Global Studies of Childhood

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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school-university partnerships have become important for professional development and educational reform. With the growth of school-university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school-university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school-university partnerships involving teacher training programmes focus on understanding the views of participants in school-university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school-university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school-university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

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Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

Section: The Consultation Modelmentioning

confidence: 99%

Section: International Trends and The Development Of School-universitmentioning

confidence: 99%

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School—University Partnership: Challenges and Visions in the New Decade

Chan

2012

Global Studies of Childhood

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“…Furlong et al (1996) identified, on a continuum from university-based to school-based schemes, three 'ideal typical' models of 'partnership' that had started to emerge by 1995: 'collaborative partnerships', 'HEI-led partnerships', and 'separatist partnerships ' (p. 43). Although their research (based on fieldwork undertaken in 1995) showed that 'the separatist and collaborative models currently only seem to operate in a minority of courses ' (p. 53), the pull since 1995 has undoubtedly been towards increased collaboration between universities and schools and, to a lesser extent, on school-based initial teacher education initiatives.…”

Section: Introductionmentioning

confidence: 99%

University-based initial teacher education: Institutional re-positioning and professional renewal

Nixon

Cope

McNally

et al. 2000

International Studies in Sociology of Education

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The emphasis on 'partnership' in initial teacher education is a matter not just of organisational structure but of professional practices and purposes. If universities are to remain key players in initial teacher education, they must support the occupational group that represents the sector's interests and values: university-based initial teacher educators. Currently, however, this occupational group is awkwardly positioned between competing sets of accountability demands and institutional requirements. This article argues that only by encouraging and sustaining the professional renewal of university-based initial teacher educators will the university earn itself a continuing place in the evolving story of initial teacher education. That renewal is dependent, in other words, not only on the institutional re-positioning of the university but also on its re-commitment to initial teacher education as a core activity; a recommitment which, it is argued, must recognise professional learning as a major 'field' of study across professional domains.

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Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions

Aldous

Evans

Penney

2022

The Curriculum Journal

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This paper reports on research that explored the experiences of secondary Physical Education Teacher Education (PETE) professionals' simultaneous negotiation and implementation of the new Curriculum for Wales (CfW) Health and Well‐Being (HWB) Area of Learning and Experience (AoLE) and policies focused on the transformation of Initial Teacher Education (ITE) in Wales. The study was an exploratory case study of PETE professionals working within one university's ITE programme. Data were generated through documentary analysis of PETE and ITE programme materials and semi‐structured interviews with staff involved in programme management and delivery. Data analysis employed Ball and colleagues' conceptualisation of policy actors and contexts to critically examine the varied policy positions that PETE professionals adopt in navigating and negotiating enactment of the HWB AoLE within their ITE provision. Attention is drawn to the significance of historical and culturally situated dimensions of secondary physical education and PETE in Wales, and significant changes to the professional culture of ITE, in shaping PETE educators' engagement with the HWB AoLE. The paper concludes by contending that ITE institutions in Wales need to further consider how PETE (and other) educators can be actively supported to engage in sophisticated policy work within their institutions and across policy and professional networks.

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Re-defining Partnership: Revolution or reform in initial teacher education?

Cited by 77 publications

References 0 publications

School—University Partnership: Challenges and Visions in the New Decade

School—University Partnership: Challenges and Visions in the New Decade

University-based initial teacher education: Institutional re-positioning and professional renewal

Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions

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