University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative

Diamond, Fleur; Parr, Graham; Bulfin, Scott

doi:10.1080/1358684x.2017.1298036

Cited by 8 publications

(3 citation statements)

References 34 publications

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“…Although this move is still replete with controversy, there is already consensus on the value of joint teacher education by universities cooperatively with school partners. University-school cooperation has been viewed as one means to bridge theory and practice, as it takes the so-called craft knowledge of school teachers (Cope & Stephen, 2001) and combines it with the research and pedagogical theory of teacher educators in university (Diamond, Parr, & Bulfin, 2017). In the Chinese context, one case college mentioned in our article has already been setting up a cooperative arrangement with schools to bridge the gap between teacher training and practice.…”

Section: Path To Improving University-based Teacher Preparation Qualimentioning

confidence: 99%

From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China

Song

2019

ECNU Review of Education

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Purpose: From the perspective of performance standards-based teacher education, this article aimed to address progress and challenges of China’s teacher preparation quality assurance system. Design/Approach/Methods: This review is based on policy review and case studies. Retrieving to the existing research literature, this research sorted out the policies related to the quality assurance system for university-based teacher preparation in China. Furthermore, this research selected teacher preparation programs from five cases of teacher education colleges of varied levels and used interviews to analyze their attitudes and measures. Findings: The analysis reveals that the quality system for university-based teacher preparation in China’s educational institutions has gone through two main stages: the building stage and the improvement stage. The internal policy tension in China’s teacher preparation quality assurance system is primarily centralized in the dissociation among and segmentation between the relevant standards for teacher education. There is a distinction between “soft” and “hard” policy standards, and reforming the teacher certification testing system also brings a test-oriented bias and a separation of evaluation from education. Institutions of higher education are expected to follow the path of potential-oriented development and concentrate on cooperative partnerships between local communities and schools so as to nurture innovative, professional future educators with high quality. Originality/Value: This article provides a comprehensive and detailed policy analysis as well as empirical evidence for the quality assurance system for university-based teacher preparation in China.

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Section: Path To Improving University-based Teacher Preparation Qualimentioning

confidence: 99%

From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China

Song

2019

ECNU Review of Education

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“…Los resultados definen la coenseñanza como una estrategia destinada a estudiantes de programas de formación pedagógica, en donde las clases son dictadas por una dupla de docentes universitarios (Bullock et al, 2002;Cardinal & Fenichel, 2017;Cho, 2017;Drescher, 2017;Duran et al, 2020;Kluth & Straut, 2003;Milne et al, 2011;Luke & Rogers, 2015;Smith & Winn, 2017;Weiss et al, 2014;Wolffensperger & Patkin, 2013;Yoo et al, 2019;Zadorozhna et al, 2020), docentes universitarios y escolares (Diamond et al, 2017) o de docentes universitarios con miembros de comunidades indígenas (Lees, 2016).…”

Section: A Coenseñanza En Las Aulas De Fidunclassified

Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?

Maldonado-Diaz,

Nuñez-Diaz

2023

PEL

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Este artículo sigue la normativa PRISMA para la elaboración de búsquedas sistemáticas y se enmarca en la investigación sobre las prácticas de coenseñanza en la formación inicial docente (FID). La investigación indaga en las principales experiencias formativas, modelos, dinámicas explicativas y facilitadores/barreras para los participantes en los procesos de coenseñanza en el contexto de la FID. Para su construcción se incluyeron estudios sobre coenseñanza en docentes en formación, experiencias previas al ingreso a la docencia y metodologías aplicadas en programas de formación. Se excluyeron los artículos que referían a modelos predictivos y aquellos a que no estaban situados en la FID. Se consideran 59 estudios publicados en revistas indexadas en las bases de datos WoS, Scopus y Scielo, entre los años 2000 y 2020. El análisis se realizó mediante una combinación entre el análisis de contenido y el método comparativo constante. Los resultados muestran dos configuraciones principales de coenseñanza en la FID, un alto impacto en profesores del sistema escolar, colaboradores universitarios y estudiantes de pedagogía, ya que las prácticas tempranas de coenseñanza no solo benefician a estos últimos, sino que también a otros actores, tanto de las instituciones universitarias como de las comunidades escolares. Dentro de sus limitaciones, se encuentra la escasa evidencia en español y la diversidad respecto de la comprensión sobre la colaboración en la FID. El artículo ayuda a visibilizar las necesidades formativas e indagar en las vías abiertas en la formación inicial y continua de los docentes en las prácticas de coenseñanza.

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“…They note that dimensions of the work that cannot be adequately represented within the performance narratives of “official stories” and “work about the work” become sidelined as “mess”. The applicability to teaching is clear, as professional standards and accountability mechanisms increasingly compel teachers and teacher educators, particularly in some jurisdictions, to give an account of their work and professional identity using the language and categories of an externally derived discourse that is silent on some specific disciplinary practices and ways of knowing (Bulfin et al , 2016; Diamond et al , 2017; Doecke et al , 2010; Parr and Bulfin, 2015; Petrosky, 2006).…”

Section: “Official Story” Of Teacher Professionalism: Presentism and Technicismmentioning

confidence: 99%

Cultural memory in English teaching: a critical autobiographical inquiry

Diamond

2020

ETPC

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Purpose Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing. Design/methodology/approach This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time. Findings The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching. Originality/value The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

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University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative

Cited by 8 publications

References 34 publications

From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China

From External Accountability to Potential-Oriented Development: Quality Assurance System Building for Teacher Preparation in China

Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?

Cultural memory in English teaching: a critical autobiographical inquiry

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