Partnership in Teacher Education--A Research Mapping

Autor/inn/en	Lillejord, Sølvi; Børte, Kristin
Titel	Partnership in Teacher Education--A Research Mapping
Quelle	In: European Journal of Teacher Education, 39 (2016) 5, S.550-563 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1252911
Schlagwörter	Teacher Education; Partnerships in Education; Institutional Cooperation; Mentors; Theory Practice Relationship; Faculty Development; Models; Innovation; Thinking Skills; Educational Resources; Knowledge Base for Teaching; Foreign Countries; Educational History; Educational Research; Norway + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Hochschulpartnerschaft; Institute; Co-operation; Cooperation; Institut; Kooperation; Theorie-Praxis-Beziehung; Analogiemodell; Denkfähigkeit; Bildungsmittel; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Norwegen
Abstract	This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and resource-intensive cross-institutional infrastructures for knowledge sharing, with the ambition to enhance the practice-relevance of teacher education, bridge theory and practice and support mentoring and professional learning. How well partnerships function depends on how they are structured, responsibilities defined and work divided. The studies reveal tensions at all levels, and argue for the need for competent academic leadership in the establishment, running and renewal of partnerships. A major challenge is how to establish and maintain productive learning relations between the partners. As some current models appear to be dysfunctional, there is an obvious need for innovative thinking in teacher education partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01