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

Maskit, Ditza; Orland‐Barak, Lily

doi:10.1080/02607476.2015.1046265

Cited by 12 publications

(7 citation statements)

References 46 publications

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“…In addition, the academic institution offers professional development courses free of charge for schoolteachers (Ministry of Education, 2014). The selection of schools for the project was based on the reputation of the school to develop and sustain a well-established organizational culture and ethos of school leadership (Maskit and Orland-Barak, 2015).…”

Section: Mentoring In Teacher Educationmentioning

confidence: 99%

Triadic mentoring in early childhood teacher education: the role of relational agency

Ben-Harush

Orland‐Barak

2019

IJMCE

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Purpose Current approaches to early childhood teacher education have moved from a view of student–teacher training as interactions involving one novice and one expert, to a process that demands resources and engagement of several professional players while mediating students’ learning in practice. The purpose of this paper is to examine the impact of a triadic mentoring model of a university–school collaboration (“Academia–Classroom”) on student teachers’ (STs) learning in the context of early childhood education in Israel. Eight mentoring triads were formed in six kindergartens. Each mentoring triad was comprised of the ST, a cooperating teacher and the college supervisor. This paper focuses on three representative triads of the eight that were studied. Design/methodology/approach The in-depth study adopted qualitative methodology including three complementary data-collection sources: observations of the STs working with children in the kindergarten; observations and recordings of the triadic mentoring conversations following the observations; in-depth interviews with each participant in the mentoring triad. Data were analyzed using an interpretative framework developed for the study, which combined elements from Engestrom’s cultural historical activity theory, Gee’s building tasks and Edward’s relational agency. Findings The research identified three major patterns of interaction operating in the mentoring triad that promoted or hindered the learning process of early childhood education students: dissonant, harmonic and argumentative. The way in which relational agency developed in the triads was found to be the most significant aspect of students’ learning process. Originality/value The patterns of interaction identified shed light on new aspects of relational agency, thus offering additional interpretative lenses for examining how relational agency operates in ST mentored learning processes. These new identified patterns have practical implications for the design of mentoring frameworks in early childhood teacher education.

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Section: Mentoring In Teacher Educationmentioning

confidence: 99%

Triadic mentoring in early childhood teacher education: the role of relational agency

Ben-Harush

Orland‐Barak

2019

IJMCE

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“…This has involved policy resources for preparing school teachers for new clinical roles as supervisors and mentors, through support frameworks that assist mentors in developing appropriate mentoring skills (Ariav & Imanuel 2007;Margolin 2012;Zellermayer & Margolin 2005). These collaborative inquiry frameworks for mentoring school mentors also encourage them to share and reframe conflicts related to the political pressures that emerge when school and university partners hold contrasting perspectives about the role of the teacher, which could jeopardize the partnership and its collaborative working agenda (Maskit & Orland-Barak, 2015).…”

Section: The Education Of Teacher Educators In New Zealand (Lexie Grudnoff 1 )mentioning

confidence: 99%

Educating Teacher Educators: International Perspectives

et al. 2019

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Almost two decades ago, I wrote an article about teacher educators, which I titled "Learning and unlearning: The education of teacher educators" (Cochran-Smith, 2003). The editors of this issue of The New Educator, which focuses on the preparation of teacher educators, invited me to reflect back on the 2003 article and then comment on how teacher educators are currently being prepared in the US and in selected other countries where I have worked with teacher educators in various capacities. I invited three senior colleagues in teacher education from New Zealand, Israel, and Norway (Lexie Grudnoff, Lily Orland-Barak, and Kari Smith, respectively) to join me. This article provides a sense of the intriguing variations among these quite different countries as well as some of the central questions that cut across them. Learning and Unlearning: Looking BackAs I noted in my 2003 article, despite ongoing critique of university teacher education programs and despite the growth of alternate routes into teaching, at that time, responsibility for preparing most of the nation's teachers rested primarily with teacher education programs at higher education institutions. This meant that whether by design or default, teacher educatorsthe people who taught teachers-were assumed to be the linchpins in many educational reforms, expected to ensure that all teachers could teach to new P-12 curriculum standards, integrate technology into the curriculum, meet the needs of the increasingly diverse school population, prepare students to pass new high stakes tests linked to funding and policy decisions, and respond to many other demands. In the article I pointed to the disparity between the multiple demands placed on teacher educators and the lack of attention to a course of study for teacher educator preparation or to policies that would create the conditions to support their ongoing

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“…In line with the concept of praxis underlying the university-school partnership model, the aims of these partnerships could be to strengthen the dialectical link between students' academic learning at university and their experiences at school (Maskit & Orland-Barak, 2015). As the school representatives of the faculty, the faculty members plan the school day of the student teachers, carry out the activities to be done and specify the regulations.…”

Section: Introductionmentioning

confidence: 99%

University-School Partnership: Feedback and Assessment

SARIKAYA¹,

BAKIOGLU²

2022

ENAD

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In this study, we aimed to reach the opinions and feedback of university-school partnership stakeholders about the university-school partnership. In this direction, the stakeholders' opinions and experiences regarding the partnership were analyzed. The study is in phenomenological research design, and semi-structured interviews were conducted with 60 participants: teachers, student teachers, lecturers, students, parents, and administrators. Content analysis results show that the feedback and assessments of the university-school partnership stakeholders were grouped under the themes of the assessment method, criticism, and expectations, and several sub-themes under each theme. In line with these findings, we tried to reveal the most crucial points in developing and maintaining university-school partnerships. In addition, at the end of the study, we indicated some suggestions such as essential quality indicators for partnerships, providing open communication channels, clearly expressed roles and responsibilities, strong relations via trust and mutual benefit, and a participatory decision-making process.

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

Cited by 12 publications

References 46 publications

Triadic mentoring in early childhood teacher education: the role of relational agency

Triadic mentoring in early childhood teacher education: the role of relational agency

Educating Teacher Educators: International Perspectives

University-School Partnership: Feedback and Assessment

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