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

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.

Perceived Impact of Collaborative Partnerships on Student Teachers’ Core Skills of the 21st Century: A Case of East-Central and Southern Ethiopia

“…Hence, collaborative partnerships among schools, colleges and educational offices help to develop the skill of conducting research. Furthermore, Farrell (2021) confirmed that collaborative partnerships among institutions develop the skills of conducting research for teachers and educators. When student-teachers have collaborative works with school teachers and college teachers, there is a chance for them to learn how to conduct action research.…”

Third Space, Partnerships, & Clinical Practice: A Literature Review

“…For instance, the university traditionally holds the power in teacher education, and this remains a tension in partnerships (Ikpeze et al, 2012;Mutemeri & Chetty, 2011;Souto-Manning & Martell, 2019). Farrell (2021) highlighted how the university has led and constructed partnerships resulting in norms and frameworks that lack collaboration and minimize the role of school stakeholders. Yet, while the university traditionally dominates teacher education, power is also at work within the school context too (Beck, 2016;Martin et al, 2011).…”

“…Tensions related to binary ideas, co-construction of knowledge, and democratic ways of being are not easily reconciled. One way this tension specifically manifests within partnerships and clinical practice is through the theory and practice divide, which refers to how the knowledge of the university's theories and the schools' practices have traditionally been at odds (Farrell, 2021;Zeichner, 2010). It is only through intentionality and the laying aside of deficit views of school stakeholders that progress is made toward reducing the persistent gap between theory and practice in teacher education (Ikpeze et al, 2012;Souto-Manning & Martell, 2019).…”

University-School Partnership: Feedback and Assessment

“…University-school partnership is regarded as a teacher professional development model that includes formal and informal learning processes that combine theory and practice for the professional development of teachers (Darling-Hammond, 2006;Farrell, 2021;OECD, 2015;Zeihner, 2010). Especially in recent years, the concept of university-school partnerships has attracted quite a lot of attention, but it is not fully understood.…”

“…Especially in recent years, the concept of university-school partnerships has attracted quite a lot of attention, but it is not fully understood. It is often interchangeably used with the concepts of collaboration and cooperation in different studies (Clifford & Millar, 2007;Farrell, 2021;Harford & O'Doherty, 2016). According to Goodlad (1988, p.13), on the one hand, a partnership is for the individual benefits of the organization.…”