Connecting Does Not Necessarily Mean Learning: Course Handbooks as Mediating Tools in School-University Partnerships

Autor/inn/en	Douglas, Alaster Scott; Ellis, Viv
Titel	Connecting Does Not Necessarily Mean Learning: Course Handbooks as Mediating Tools in School-University Partnerships
Quelle	In: Journal of Teacher Education, 62 (2011) 5, S.465-476 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487111413605
Schlagwörter	Student Teaching; Student Teachers; Ethnography; Foreign Countries; Second Languages; Partnerships in Education; College School Cooperation; Teacher Education; Teacher Education Programs; Evaluation; Models; Outcomes of Education; Guides; Social Theories; Preservice Teacher Education; Preservice Teachers; Social Psychology; Cultural Context; History; Mentors; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ethnografie; Ausland; Second language; Zweitsprache; Hochschulpartnerschaft; Lehrerausbildung; Lehrerbildung; Evaluierung; Analogiemodell; Lernleistung; Schulerfolg; Handbuch; Leitfaden; Gesellschaftstheorie; Lehramtsstudiengang; Sozialpsychologie; Geschichte; Geschichtsdarstellung
Abstract	Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school-university partnerships. Following Zeichner's call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10