Dancing in the Ditches: Reflecting on the Capacity of a University/School Partnership to Clarify the Role of a Teacher Educator

Autor/inn/en	Reynolds, Ruth; Ferguson-Patrick, Kate; McCormack, Ann
Titel	Dancing in the Ditches: Reflecting on the Capacity of a University/School Partnership to Clarify the Role of a Teacher Educator
Quelle	In: European Journal of Teacher Education, 36 (2013) 3, S.307-319 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2012.755514
Schlagwörter	Foreign Countries; Teacher Educators; Diaries; Semi Structured Interviews; Surveys; Teachers; Teacher Attitudes; Cooperation; Reflection; Change Agents; Theory Practice Relationship; Professional Identity; Partnerships in Education; College School Cooperation; Teacher Role; Faculty Development; Action Research; Measures (Individuals); Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Diary; Tagebuch; Survey; Umfrage; Befragung; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Co-operation; Kooperation; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Lehrerrolle; Projektforschung; Messdaten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	This paper used the data collected from reflective diaries, semi-structured interviews and surveys to identify and examine common themes identified in the roles required and/or perceived for teacher educators by both teachers and teacher educators. Collaboration, discussion and critique enabled personal reflection as teacher educators worked as partners to schools in a state-sponsored teaching and learning skills project. We have termed the collaboration in such an interactive project as one of "dancing in the ditches", often requiring both groups to get out of their comfortable spaces and engage with each other in constantly moving situations. The teacher educators were required to be change agents at the interface of theory and practice and their experiences reflected individual journeys, but their reflections have ongoing implications for clarifying and professionalising the role of teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10