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The School–University Nexus and Degrees of Partnership in Initial Teacher Education.
- Source :
-
Irish Educational Studies . Mar2023, Vol. 42 Issue 1, p21-38. 18p. - Publication Year :
- 2023
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03323315
- Volume :
- 42
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Irish Educational Studies
- Publication Type :
- Academic Journal
- Accession number :
- 162355233
- Full Text :
- https://doi.org/10.1080/03323315.2021.1899031