The School-University Nexus and Degrees of Partnership in Initial Teacher Education

Autor/in	Farrell, Rachel
Titel	The School-University Nexus and Degrees of Partnership in Initial Teacher Education
Quelle	In: Irish Educational Studies, 42 (2023) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrell, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1899031
Schlagwörter	College School Cooperation; Teacher Education Programs; Partnerships in Education; Foreign Countries; Educational Policy; Cooperating Teachers; Decision Making; College Faculty; Preservice Teacher Education; Misconceptions; Teacher Role; Educational Change; Student Teachers; Secondary School Teachers; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Ireland + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Ausland; Politics of education; Bildungspolitik; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Fakultät; Lehramtsstudiengang; Lehrerausbildung; Missverständnis; Lehrerrolle; Bildungsreform; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Schülerverhalten; Irland
Abstract	Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of 'partnership'. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leaders [n = 10], student teachers [n = 10], co-operating teachers [n = 10] and university tutors [n = 10] associated with an initial teacher education (ITE) programme in a university in the Republic of Ireland, this article provides a synthesis of this range of stakeholders' views on how school-university partnerships can be optimised. The major themes that emerged from the research data included: (1) misconceptions about degrees of partnership in ITE and of roles therein; (2) the key role of the co-operating teacher and 'close-to-practice' research in fostering a 'third-space' in ITE and (3) a sense of malaise in relation to levels of pressure, change over-load and lack of adequate resources. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01