Successful university-school partnerships: An interpretive framework to inform partnership practice

Hobbs, Linda; Jones, Mellita; Kenny, John; Campbell, Coral; Chittleborough, Gail; Herbert, Sandra; Gilbert, Andrew; Redman, Christine

doi:10.1016/j.tate.2016.08.006

Cited by 73 publications

(33 citation statements)

References 21 publications

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“…Our story has provided new insights into the lived experiences of teacher educators leading the development of collaborative approaches to ITE during educational reform and boom to bust economic times. It has confirmed the importance of a number of generally accepted requirements for effective partnerships including the necessity of establishing a common vision (Anyon & Fernandez, 2007), cooperative goal setting (Anyon & Fernandez, 2007), and the development of mutual trust (Jones et al, 2016;Walker, 1999). Similarly, we experienced commonly discussed constraints of collaboration like differing institutional cultures and time demands (Sim, 2010).…”

Section: Discussionsupporting

confidence: 62%

Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership

Heinz¹,

Fleming²

2019

EUROPEAN J ED RES

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Initial teacher education (ITE) programmes have been critiqued widely for failing to connect educational theory with everyday practices in schools. More meaningful collaborations between schools and teacher education providers have featured prominently among key recommendations addressing the traditional theory-practice divide. This paper traces and critically analyses one 'simplex' story of initiating and leading a large-scale school-university partnership (SUP) network in the Republic of Ireland. Using a narrative approach, the protagonists and researchers of this SUP story bring their 'simplex' journey of doing and shaping SUP to life. Analysis of the Irish case study emphasizes the authentic transformation of teacher educators' institutional identities as a powerful enabler of meaningful collaboration while also highlighting ethical dilemmas that arose for university tutors in the context of deeper relational engagement in the school-university cross-boundary space. Constrained in their ITE praxis by power relations and a disequilibrium of responsibilities, tutors' doubts, discomfort and, at times, disillusionment led them to readjust their expectations with regard to SUP while also refocusing their energy and hopes in student teachers as collaborative future change agents.

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Section: Discussionsupporting

confidence: 62%

Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership

Heinz¹,

Fleming²

2019

EUROPEAN J ED RES

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“…Consequently, the students who came through schools with these problems are now entering elementary teacher education programs, and the issues related to their own science experiences do not evaporate solely because they have decided to pursue teaching (Tytler, ). If given the chance, many of these teachers will choose not to teach science in their classrooms because they harbor considerable fear and a lack of confidence (Jones et al., ). In addition, school science often misrepresents the nature and processes of science itself in favor of pedagogy focused on memorization and regurgitation of isolated science facts (Bybee, ; Milne, ).…”

Section: Introductionmentioning

confidence: 99%

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Gilbert

Byers

2017

Science Education

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This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice. Utilizing wonder as a pedagogical tool for emotional and aesthetic engagement with science holds promise as an entry point to connect future teachers with meaningful science content and practice. The link between wonder and science is well‐articulated by successful scientists throughout history, and yet is rarely employed explicitly within elementary or teacher education science learning contexts. Forging a pedagogy of wonder demands connection to the emotive embodiment of science as a uniquely human process that nurtures our intense need to know. This qualitative case study is an effort to better understand if utilizing pedagogy intentionally focused on wonder could impact PSETs’ perceptions of science and scientific thinking. This paper describes the key findings that emerged while utilizing pedagogy steeped in wonder with PSETs, and the degree to which engaging with wonder impacted their perceptions of science and their future science teaching. This research supports the critical role that wonder could play in changing PSETs’ relationship with science and assisting them in the development of the pedagogical courage necessary to envision possibilities beyond their past experiences.

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“…The gap between coursework and practicum experiences has several possible ramifications for student teachers. They may start to question the value of the practicum (Jones et al, 2016) or the value of coursework (theory) for teaching in "the real world." They may also find themselves caught between the views and expectations of the university teacher educators and those of mentor teachers.…”

Section: Schools As "Learningplaces" For the Development Of Professiomentioning

confidence: 99%

“…This conversation will have to be ongoing once the partnership has been established. Continuous collaboration, coordination and communication (Jones et al, 2016) would be crucial to ensure that the university-based teacher educators and school-based mentor teachers work as a team toward the common goal of good teacher education. This model also implies a new role for teacher educators.…”

Section: Going Forwardmentioning

confidence: 99%

“…In many countries the notion that teacher education is too theoretical is widely purported to be the cause of new teachers not coping with the practical aspects of classroom teaching (Darling-Hammond and Baratz-Snowden, 2005;Jones et al, 2016). Smagorinsky et al (2003Smagorinsky et al ( , 1400 note the perceived disconnect between university-based teacher education and the complex world of classroom teaching as university teacher educators being "aloof within the ivory tower, espousing ideals and the principles that govern them, " while teachers engage in practice "in the teeming world of the classroom."…”

Section: Introduction and Contextmentioning

confidence: 99%

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A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

2019

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The article reports on the University of Johannesburg's (UJ) efforts at offering a practice-based teacher education program in partnership with a university-affiliated school (a "teaching school") with a view to developing inquiry-oriented novice teachers. The research aimed at exploring what it takes to develop a "learningplace" (Conway et al., 2014) conducive to student teachers' development of professional practice knowledge and the role of mentoring in this regard. A two-phase process of generating data was used. In the first phase, the published research on the university-affiliated school was analyzed, using qualitative content analysis to look for patterns across the historical unfolding of the findings of these papers. In phase two a questionnaire was administered involving final year student teachers in the teacher education program. The research shows that a teaching school, if integrated into the program design and delivery, provides a rich practice learning site for student teachers. In addition, mentoring in cognitive apprenticeship mode could indeed be a powerful contributor to student teachers' professional development. However, the overall programme design is decisive. The preparation of teachers with strong professional practice knowledge requires attention to four interrelated aspects of program design, namely program identity, organizational structures, curriculum, and teacher education pedagogy. Addressing these aspects in an integrated manner would be difficult without working closely with one or more partnership schools.

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Successful university-school partnerships: An interpretive framework to inform partnership practice

Cited by 73 publications

References 21 publications

Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership

Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

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