Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool

Autor/inn/en	Bloomfield, Dianne; Nguyen, Hoa Thi Mai
Titel	Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 11, Artikel 2 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Partnerships in Education; College School Cooperation; Social Theories; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Gesellschaftstheorie; Australien
Abstract	Significant attention has been paid to the forms and practices of effective school-university partnerships in recent times as they are commonly seen as a key element to improve the quality of teacher education programs and thus graduate teachers. However, analysis of the effectiveness of such partnerships has not been so evident. This article critically reviews the notion of partnership and its practice in Australia, then presents a conceptual lens via activity theory through which to analyse opportunities and challenges, particularly with respect to school-university partnerships, within the current climate. A Professional Learning Partners Program in a specific context in Australia is also described to present one initiative that aims to develop an effective partnership between school and university. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01