Examining the Impact of a Year-Long University-School Partnership

Autor/inn/en	Quesenberry, Amanda C.; Hamann, Kira; Sanden, Sherry; Bates, Alan; Hartle, Luminita
Titel	Examining the Impact of a Year-Long University-School Partnership
Quelle	In: Action in Teacher Education, 40 (2018) 3, S.288-304 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1486752
Schlagwörter	Partnerships in Education; School Community Relationship; Outcomes of Education; Preservice Teacher Education; Preservice Teachers; Early Childhood Education; Elementary Schools; Field Experience Programs; Student Teaching; Interpersonal Relationship; Cooperating Teachers; Educational Strategies; Teacher Collaboration + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Grundschule; Volksschule; Praxisnahes Lernen; Teaching practice; Unterrichtspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Lehrerkooperation
Abstract	Field experiences play a significant role in teacher preparation. Having a variety of authentic interactions in real classrooms gives teacher candidates experiences that can connect course theory and discussion with practice, creating a repertoire from which to draw and use in their future classrooms. With that background in mind, in this study, the authors explored opportunities to support the preparation of teacher candidates through a collaborative partnership between an early childhood teacher preparation program and a public elementary school. Utilizing the perceptions of all participants in the partnership, the authors identified demonstrated growth in the teacher candidates: increased teaching confidence, improved teaching skills and abilities, and stronger relationships and greater collaboration among teacher candidates, mentor teachers, school administrators, and university faculty. Implications from this study include a better understanding of the critical aspects involved with university-school partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01