Partnership in Learning between University and School: Evidence from a Researcher-in-Residence

Autor/inn/en	Young, Ann-Marie; O'Neill, Amy; Mooney Simmie, Geraldine
Titel	Partnership in Learning between University and School: Evidence from a Researcher-in-Residence
Quelle	In: Irish Educational Studies, 34 (2015) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2014.1001203
Schlagwörter	Foreign Countries; Capacity Building; Practicums; Teacher Education; Case Studies; College School Cooperation; Researchers; Student Teachers; Cultural Context; Trust (Psychology); Innovation; Cooperating Teachers; Principals; Mentors; Tutors; Validity; Placement; Qualitative Research; Journal Writing; Semi Structured Interviews; Ireland + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Researcher; Forscher; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Förderlehrer; Lehrender; Tutor; Gültigkeit; Betriebspraktikum; Qualitative Forschung; Zeitschriftenaufsatz; Irland
Abstract	The status of school placement in the Republic of Ireland has recently been elevated in importance within a reconceptualisation of initial teacher education (ITE). This paper shares the findings from one case study of a school--university partnership enacted in this regard. The partnership involved a researcher-in-residence at the school championing the concept of a structured authentic democratic partnership. The findings show the impact of a champion at the school site in developing professional conversations among a multiplicity of policy actors. An unexpected finding was the depth of higher order peer cooperation achieved in this first iteration of a structured setting by student teachers. However cultural and contextual challenges abound in seeking to build the trust required to enact authentic partnerships in this regard. The findings have significance for the Teaching Council as they build capacity for new and innovative models of the practicum in ITE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01