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@article{e545d4f35e0b4de79b9afba6723c07df,
title = "Learning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnership",
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 {\textquoteleft}on the ground{\textquoteright} 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.",
keywords = "School-based teacher educator, institute-based teacher educator, professional learning, school-university partnership",
author = "Elizabeth White and Miranda Timmermans and Claire Dickerson",
note = "{\textcopyright} 2020 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 11 Aug 2020, available online: https://doi.org/10.1080/02619768.2020.1803272.",
year = "2020",
month = aug,
day = "11",
doi = "10.1080/02619768.2020.1803272",
language = "English",
volume = "2020",
journal = "European Journal of Teacher Education",
issn = "0261-9768",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Learning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnership

AU - White, Elizabeth

AU - Timmermans, Miranda

AU - Dickerson, Claire

N1 - © 2020 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 11 Aug 2020, available online: https://doi.org/10.1080/02619768.2020.1803272.

PY - 2020/8/11

Y1 - 2020/8/11

N2 - 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.

AB - 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.

KW - School-based teacher educator

KW - institute-based teacher educator

KW - professional learning

KW - school-university partnership

UR - http://www.scopus.com/inward/record.url?scp=85089458695&partnerID=8YFLogxK

U2 - 10.1080/02619768.2020.1803272

DO - 10.1080/02619768.2020.1803272

M3 - Article

VL - 2020

JO - European Journal of Teacher Education

JF - European Journal of Teacher Education

SN - 0261-9768

M1 - 1803272

ER -