Partnership in learning between university and school: evidence from a researcher-in-residence

Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School-University Partnership

“…In Ireland, similar to other international contexts, a polarized view existed in ITE where staff in higher education institutions (HEIs) provided the theoretical knowledge base and schools facilitated the practical day-to-day classroom experience (Spendlove, Howes & Wake, 2010). The traditional approach upheld clear boundaries between institutions and people and failed to take account of dissimilar cultures, contexts, knowledge, power and social relations (Mtika, Robson & Fitzpatrick, 2014;Young, O'Neill & Mooney-Simmie, 2015). We had long been aware of the problems our student teachers were facing as they moved between the realities and day-to-day requirements of schools and the academic world of the university (Heinz, 2011a, b;Mtika, Reid & Weir, 2013).…”

Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

“…However, while their roles and responsibilities have been defined by the Teaching Council (2013) in the School Placement Guidelines, the types and degree of support provided to student teachers differ widely between schools (Heinz & Fleming, 2019). Challenges that continue to inhibit the development of closer school-university partnerships include the limited time available for mentor teachers and university tutors to meet (Heinz & Fleming, 2019;Young et al, 2015), lack of clarity of roles (Chambers & Armour, 2012;Farrell, 2021) and lack of professional development opportunities for cooperating teachers which can result in inconsistent support and feedback received by student teachers (Clarke et al, 2012;Heinz & Fleming, 2019;Hudson, 2014).…”

Examining supervising field instructors’ reporting and assessment of technology use by pre-service teachers on school placement

“…In Ireland, assessment and mentoring of pre-service teachers on School Placement is undertaken by teacher-education staff (either full-time faculty members or part-time supervising field instructors) who visit the pre-service teachers on a number of occasions during their placements to both tutor and ultimately assess the pre-service teachers' teaching -hence supervision and instruction of field placement is seen as an element of the teacher educators' work in Ireland rather than a unique specialised staff role separate to the teacher educator on campus. While attempts have been made in the past decade to develop school-university partnerships, to enable the cooperating teachers and the school in general, to have a more formal role in the mentoring and assessment of the pre-service teacher, this has not materialised for a number of reasons (Young, O'Neill, & Mooney Simmie, 2015). As a result, all assessment and formal mentoring of the pre-service teachers is provided by the university.…”

“…school-university partnerships that to date are sadly lacking in the Irish context, despite a recognition by all stakeholders that they are needed(Authors, 2019;Young, O'Neill, & Mooney Simmie, 2015).Yet such partnerships are only part of the solution. Much broader questions in relation to what constitutes effective learning and the need to migrate towards more student-centred forms of learning is needed on a sector-wide basis.…”