Developing understanding about learning to teach in a university–schools partnership in England

Taylor, Alexis

doi:10.1080/01411920701491995

Cited by 33 publications

(35 citation statements)

References 48 publications

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“…The benefits accrue not just to student teachers (Fullan, 1993;Yan and He, 2010) but to university and school personnel as well (Smedley, 2001;Stephens and Boldt, 2004;Walkington, 2007). Weaknesses occur in such partnerships when communication between the partners lacks continuity or is not sustained by them (Allen, 2011: Taylor, 2008Woods and Weasmer, 2003). This can lead to ineffectual arrangements between universities and schools (Johnston, 2010;White, Bloomfield and Le Cornu, 2010).…”

Section: Different Perspectives On the Practicummentioning

confidence: 99%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

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How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student-teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated in this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum; what made practicums successful; and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives, and in grounding their understanding of what it meant to be a teacher 'for real'.

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Section: Different Perspectives On the Practicummentioning

confidence: 99%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

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“…(Rudduck, 1992, p. 160) With genuine collaboration between the two teacher education settings, it was also expected that university teacher educators, school teachers and student teachers would acquire a shared understanding of learning to teach which enabled collaborative reflection. However, in the eyes of Taylor (2008), no previous systematic investigation had been undertaken to support this assumption. Furlong et al (1996) described three 'ideal typical' models of partnership in the United Kingdom, which were characterised as 'higher education institution (HEI)-led partnership', 'separatist partnership' and 'collaborative partnership', with HEI-led partnership being the most common by 1995.…”

Section: International Trends and The Development Of School-universitmentioning

confidence: 91%

School—University Partnership: Challenges and Visions in the New Decade

Chan

2012

Global Studies of Childhood

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Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school-university partnerships have become important for professional development and educational reform. With the growth of school-university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school-university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school-university partnerships involving teacher training programmes focus on understanding the views of participants in school-university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school-university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school-university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

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“…Tang, Wong og Cheng (2016) beskriver laererprofesjonalitet som multifasettert, og argumenterer for nødvendigheten av felles faglige begreper som analyseverktøy. De viser også til Taylor (2008) som understreker betydningen av gode teoretiske begreper som bidrar til kritisk tenkning. Også Smeby (2008) peker på at teoretisk kunnskap er en viktig forutsetning for profesjonell praksis.…”

Section: Sammendragunclassified

Fronesis: veien til profesjonell lærerutdanning?

Hovdenak

Wiese

2017

Uniped

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SAMMENDRAGI artikkelen diskuteres hva som kjennetegner en profesjonell laererutdanning. I internasjonal forskning om profesjonsutdanning, er forholdet mellom de tre aristoteliske kunnskapsformene episteme, techne og fronesis satt på dagsordenen og blir diskutert og problematisert. Artikkelens teoretiske utgangspunkt fokuserer integrasjonen mellom disse tre kunnskapsformene der fronesis, forstått som praktisk klokskap, blir viet saerlig oppmerksomhet. Når denne kunnskapsformen nå blir fokusert i internasjonal forskning, er det fordi den er sett på som et motsvar til en økende instrumentell rasjonalitet som synes å innta en stadig sterkere posisjon i ulike profesjonsutdanninger.Den teoretiske dimensjonen i artikkelen blir drøftet og sammenlignet med et empirisk materiale som viser hvilke kunnskapsformer som blir vurdert som saerlig viktige blant laererstudenter i deres utvikling av profesjonalitet. I artikkelen diskuteres også hvordan fronesis kan komme til uttrykk og integreres på ulike laeringsarenaer. Her drøftes forholdet mellom auditoriet som laeringsarena og fronesis som kunnskapsform, likeså fokuseres seminaret som laeringsarena for utvikling av fronesis. Den tredje laeringsarenaen som vies oppmerksomhet, er skolen som praksisfelt. Også her drøftes hvordan fronesis kan ivaretas og videreutvikles i en profesjonell laererutdanning.Avslutningsvis er spørsmålet hvordan fremtidens laererutdanning i større grad skal kunne fremme en fronesisk kunnskapsform og kommunisere betydningen av den til laererstudenter og fremtidens laerere.Nøkkelord profesjonalitet, profesjonsutvikling, integrasjon av kunnskapsformer, fronesis, laeringsarenaer

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Developing understanding about learning to teach in a university–schools partnership in England

Cited by 33 publications

References 48 publications

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

School—University Partnership: Challenges and Visions in the New Decade

Fronesis: veien til profesjonell lærerutdanning?

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