Learning from Professional Challenges Identified by School and Institute-Based Teacher Educators within the Context of School-University Partnership

Autor/inn/en	White, Elizabeth; Timmermans, Miranda; Dickerson, Claire
Titel	Learning from Professional Challenges Identified by School and Institute-Based Teacher Educators within the Context of School-University Partnership
Quelle	In: European Journal of Teacher Education, 45 (2022) 2, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1803272
Schlagwörter	College School Cooperation; Foreign Countries; Preservice Teacher Education; Professionalism; Student Teachers; School Responsibility; Teacher Educators; Teacher Attitudes; Cross Cultural Studies; Barriers; Partnerships in Education; Well Being; Quality Assurance; Teacher Collaboration; Elementary Secondary Education; Vocational Education; Continuing Education; Netherlands; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Professionalität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Cultural comparison; Kulturvergleich; Hochschulpartnerschaft; Well-being; Wellness; Wohlbefinden; Qualitätssicherung; Lehrerkooperation; Ausbildung; Berufsbildung; Weiterbildung; Niederlande
Abstract	Over the last decade, in both the Netherlands and England, national policy-driven changes have increased schools' responsibility in initial teacher education. This research gathered teacher educators' stories of challenges experienced 'on the ground' in these school-university partnerships. The aim was to explore the reality of working within school-based teacher education partnerships rather than a comparative study between the two countries. Challenges were identified in guiding and assessing student-teachers; professionalism and well-being of student-teachers and teacher educators; collaborative working and quality assurance. The stories revealed complexities of working across institutional borders with multiple stakeholders. Many teacher educators sought their own solution rather than discussing the challenges with others in the partnership. Resolution was sometimes beyond their control and needed to be dealt with on a different partnership level. The stories provide authentic teacher educator voices for use as a professional learning tool in developing collaborative practices in initial teacher education partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01