School-University Partnerships and Physical Education Teacher Education Student Learning: A Fruitful Division of Labour?

Autor/inn/en	Chambers, Fiona; Armour, Kathleen
Titel	School-University Partnerships and Physical Education Teacher Education Student Learning: A Fruitful Division of Labour?
Quelle	In: European Physical Education Review, 18 (2012) 2, S.159-181 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X12440023
Schlagwörter	Grounded Theory; Physical Education; Qualitative Research; Physical Education Teachers; Case Studies; Teaching Methods; College School Cooperation; Placement; Practicums; Foreign Countries; Teacher Education; Professional Development; Ireland + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Qualitative Forschung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Betriebspraktikum; Praktikum; Practicum; Praktika; Ausland; Lehrerausbildung; Lehrerbildung; Irland
Abstract	Tikunoff, Ward & Lazar (1980) argue that parity or "equality of status" (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school-university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered. (Contains 2 tables and 1 note.) (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://epe.sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10