Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership

Book chapter

Ryan, Josephine Mary, Butler, Helen, Kostogriz, Alexander and Nailer, Sarah. (2016). Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership. In In R. Brandenburg, S. McDonough and J. Burke & S. White (Ed.). Teacher education: Innovation, intervention and impact pp. 175 - 191 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0785-9_11
AuthorsRyan, Josephine Mary, Butler, Helen, Kostogriz, Alexander and Nailer, Sarah
EditorsR. Brandenburg, S. McDonough and J. Burke & S. White
Abstract

This chapter addresses the critical and often divisive international issue of how to create high quality teacher education. It does this through an investigation of a teacher education partnership designed to meet the goals of the university and school partners as well as sector leadership. Basing its analysis on a view of teacher education as taking place in the boundary zone where teacher educators, teachers and pre-service teachers (PSTs) can jointly construct professional knowledge, the study explores the partnership in terms of its vision (conceived space), its particular program and approach (perceived space) and the experience of participants (lived space). Using a case study methodology to explore a partnership that aimed to develop teachers well-qualified to work in a particular context, the study finds that the creation of successful teacher education partnerships is a process in which participants must demonstrate an ability to respond to others, their needs, standpoints and understandings in order to develop PST capacity.

Page range175 - 191
Year2016
Book titleTeacher education: Innovation, intervention and impact
PublisherSpringer Science and Business Media
Place of publicationSIngapore
ISBN9789811007842
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-0785-9_11
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
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