School University Partnerships : What Do the Schools Want?

Brady, Laurie

doi:10.14221/ajte.2002v27n1.1

Cited by 32 publications

(27 citation statements)

References 20 publications

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“…Brady (2002) reports evidence which indicates that schools are ready to embrace partnership initiatives beyond the involvement in mentoring preservice teachers during their professional experience. However, the theoretical foundations of university-school partnerships remain under-developed and research in many aspects of this field is lacking.…”

Section: Resultsmentioning

confidence: 99%

“…Over time the shared endeavour of professional experience has evolved from relationships based on assumed professional service provided by teachers and schools towards the preparation of new graduate teachers, to new forms of relationship which in various ways acknowledge the importance of integrative, reciprocal and collaborative approaches. The distinctive element of these new forms is the concurrent delivery of benefits to both pre-service and in-service teachers (Brady, 2002;Feiman-Nemser, 2001; Le Cornu & Ewing, 2008;Walsh & Backe, 2013;White., Bloomfield, & Le Cornu, 2010). However, whilst many of these relationships may be presented as innovative forms of partnership, in recent times within teacher education and in particular with respect to professional experience programs, notions of 'partnership' are commonly more institutionally mandated and defined in response to centralised specification and accountability regimes.…”

Section: Introductionmentioning

confidence: 99%

“…Whilst partnerships may be seen to represent new forms of social governance based on mutuality as well as trust and collaboration, some researchers suggest that the rise of a discourse of partnership could also be seen as an example of a compensatory mechanism to address some of the constraints arising from neoliberal market-orientated approaches (Furlong et al, 2006;Larner& Craig, 2005). Additionally, while there have been a number of partnership initiatives to develop more connection between schools and university (Brady, 2002;James & Worrall, 2000;Moss, 2008;Trent & Lim, 2010;Tsui and Law 2007;Zeichner, 2010) it has been claimed that such collaboration does not necessarily lead to better outcomes (Bloomfield, 2009;Douglas & Ellis, 2011;Johnston, 2010;Ledoux & McHenry, 2008;McLaughlin & Black-Hawkins, 2007;Smedley, 2001;White, Bloomfield, & Le Cornu, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

Bloomfield

Nguyen

2015

AJTE

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

Bloomfield

Nguyen

2015

AJTE

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“…The study of Brady (2002) suggests that the extent of such partnerships is not commensurate with the expressions of potential support for them in schools. Brady's (2002) survey of all 1800 state primary school principals in NSW on their support for a broad range of school university partnership activities, found uniformly strong support for all 25 items encompassing shared teaching initiatives, supervision and mentoring, joint action research, professional development, and school support and enrichment.…”

Section: Work-based Learningmentioning

confidence: 96%

Towards Optimal Student Engagement in Teacher Education

Brady

2004

AJTE

Self Cite

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“…He therefore proposed one type of professional development school that pursued innovative practice and another that concentrated on teacher education. In his survey of school-university partnerships in Australia, Brady (2002) found strong support for such activity and the possibility of extending past traditional practicum models. Cherednichenko and Kruger (2003) also proposed an inquiry pedagogy for partnership-based teacher education through the development of a protocol for praxis inquiry that attempted to relocate emphasis from university knowledge to the knowledge of practice being constructed by pre-service teachers in schools.…”

Section: Teacher Education Of a New Typementioning

confidence: 99%

Teacher education as democratic public sphere

Hooley

2008

Aust. Educ. Res.

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Being a proficient and professional teacher in Australia and similar countries is one of the most difficult and complex occupations imaginable. All teachers are confronted with carefully analysing the mix of socio-economic and cultural factors that present and design appropriate learning strategies that engage all students. Within this context, the following essay considers the purpose and structure of initial teacher preparation and possible changes to more traditional arrangements. It advocates a new type of school-university partnership where reflective cycles of practice-theory establish a close relationship with knowledge for all participants and where personal practice is the necessary condition of learning. Schools and classrooms are theorised as democratic public spheres where participants pursue understanding of serious issues for equity and the public good.Implications of partnership and public sphere for a new form of educational practice are discussed. Teacher education in AustraliaAs one of the world's most wealthy countries, Australia is making progress towards a situation where it is expected that most young people will complete thirteen years of schooling. While it is generally the case that primary schools are seen as places of broad language development, a settlement has not been reached on the purpose of a mass system of secondary schooling. With a retention rate of approximately 75 percent to the final year, it is still not clear whether secondary schools are mainly concerned with 1 preparation for employment, or preparation for university. There appears to be increasing fragmentation of the curriculum between academic and vocational pathways and the notion of a broad, liberal education in the Deweyan sense, for all young people regardless of socio-economic background, does not feature strongly in the debate.Initial teacher preparation is the responsibility of universities involving four years of discipline and educational studies. Most states require registration from a regulatory authority before employment can proceed (see for example, VIT, 2006). Schools in Australia are the responsibility of state governments and curriculum is generally guided in terms of broad policy directions and supportive framework documents. Teachers work within the policy of their school and exercise professional judgement in the specific detail of curriculum and teaching. Currently within Australia, the curriculum framework for both primary and secondary schools often consists of eight Key Learning Areas (KLAs), although a number of states are now moving to more open and flexible arrangements.University programs for pre-service teachers therefore need to ensure that graduates are familiar with a range of approaches to curriculum design and are adaptable when organising their teaching to meet the learning needs of their students.The years immediately following World War II saw a rapid expansion of secondary schooling in Australia as an essential aspect of post-war reconstruction. The 1960s and 1970s were c...

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School University Partnerships : What Do the Schools Want?

Cited by 32 publications

References 20 publications

Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

Towards Optimal Student Engagement in Teacher Education

Teacher education as democratic public sphere

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