Re-Envisaging and Reinvigorating School-University Practicum Partnerships

Autor/inn/en	Grudnoff, Lexie; Haigh, Mavis; Mackisack, Vivienne
Titel	Re-Envisaging and Reinvigorating School-University Practicum Partnerships
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 2, S.180-193 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1201043
Schlagwörter	College School Cooperation; Practicums; Undergraduate Study; Educational Change; Qualitative Research; Semi Structured Interviews; Principals; College Faculty; Administrator Attitudes; Teacher Attitudes; Role Perception; Interpersonal Relationship; Teacher Collaboration; Educational Practices; Group Dynamics; Preservice Teacher Education; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Grundstudium; Bildungsreform; Qualitative Forschung; Principal; Schulleiter; Fakultät; Lehrerverhalten; Role conception; Rollenverständnis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerkooperation; Bildungspraxis; Gruppendynamik; Lehramtsstudiengang; Lehrerausbildung; Ausland; Neuseeland
Abstract	The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university-school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of "third space" the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a "third space" between the university and participating practicum schools, and also note some cautions related to this development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01