The Complementary School-University Partnership through the Lens of a Learning Community

Autor/inn/en	Orgoványi-Gajdos, Judit; Szucs, Ida Zagyváné
Titel	The Complementary School-University Partnership through the Lens of a Learning Community
Quelle	In: Journal of Teacher Education and Educators, 9 (2020) 1, S.107-124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Orgoványi-Gajdos, Judit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	College School Cooperation; Partnerships in Education; Communities of Practice; Professional Development Schools; Foreign Countries; Preservice Teachers; Cooperating Teachers; Preservice Teacher Education; Problem Solving; Elementary School Teachers; Secondary School Teachers; Teacher Educators; Institutional Mission; Educational Innovation; Hungary + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Community; Ausland; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Problemlösen; Elementary school; Grundschule; Volksschule; Teacher education; Education; Lehrerbildung; Instructional innovation; Bildungsinnovation; Ungarn
Abstract	The paper includes the results of a descriptive case-study in which a university-based Hungarian practice school is compared to the model of Professional Development School. Data sources include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university's practice school (N=22). The data were collected via a set of questionnaires and analyzed with descriptive and mathematical statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any parties' beliefs. The main goal of the school practice is to improve candidates' individual skills, but those of enhancing collaboration are not developed adequately. Furthermore, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01