Teacher education at Trinity University meets the STEPS Interpretive Framework

Book chapter

Albright, Shari, Breidenstein, Angela and Ryan, Josephine. (2018). Teacher education at Trinity University meets the STEPS Interpretive Framework. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 193 - 207 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_10
AuthorsAlbright, Shari, Breidenstein, Angela and Ryan, Josephine
EditorsL. Hobbs, C. Campbell and M. Jones
Abstract

This chapter investigates the principles and practices which have guided the highly regarded Professional Development School (PDS) partnerships at Trinity University, San Antonio, Texas, USA, and analyzes them in relation to the STEPS Interpretive Framework. The analysis is undertaken as a dialogue between an insider from Trinity University seeking to articulate the significant features of their partnerships and an outsider teacher educator making connections to the STEPS Interpretive Framework. Trinity partnerships have emphasized principles, including education as “transformation,” the centrality of “relationships,” and strong university leadership. Analysis of Trinity approaches in terms of the STEPS Framework suggests that faithfulness to overriding partnership principles has promoted strength and resilience in its partnerships with schools, indicating that the framework is justified in proposing principles and practices which can guide successful partnership development no matter where it takes place.

Keywordsuniversity-school partnerships; professional development schools; teacher education; transformational education
Page range193 - 207
Year2018
Book titleSchool-based partnerships in teacher education: A Research informed model for universities, schools and beyond
PublisherSpringer Nature
Place of publicationSingapore
ISBN9789811317941
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-1795-8_10
Scopus EID2-s2.0-85063456338
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8q83w/teacher-education-at-trinity-university-meets-the-steps-interpretive-framework

Log in to edit

Restricted files

Publisher's version

  • 154
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Science Teacher's Book : Analyzing Elementary School Students' Character Values
Asrial, Asrial, Syahrial, Syahrial, Sabil, Husni and Ryan, Josephine Mary. (2024). Science Teacher's Book : Analyzing Elementary School Students' Character Values. Jurnal Ilmiah Ilmu Terapan Universitas Jambi. 8(1), pp. 180-187. https://doi.org/10.22437/jiituj.v8i1.32766
School-University Partnerships and Enhancing Pre-service Teacher Understanding of Community
Nailer, Sarah and Ryan, Josephine Mary. (2021). School-University Partnerships and Enhancing Pre-service Teacher Understanding of Community. In Third International Handbook of Globalisation, Education and Policy Research pp. 879-893 Springer International Publishing. https://doi.org/10.1007/978-3-030-66003-1_50
Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: Student experiences
Tutticci, Naomi, Ryan, Mary, Coyer, Fiona and Lewis, Peter A.. (2018). Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: Student experiences. Studies in Higher Education. 43(9), pp. 1654 - 1667. https://doi.org/10.1080/03075079.2017.1281238
Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue
Brownlee, Jo Lunn, Walker, Sue, Johansson, Eva, Scholes, Laura and Ryan, Mary. (2018). Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue. In In E. Johansson, A. Emilson and A.-M. Puroila (Ed.). Values education in early childhood settings: Concepts, approaches and practices pp. 69 - 87 Springer Nature. https://doi.org/10.1007/978-3-319-75559-5_5
The case of the Catholic Teacher Education consortium: Using the STEPS framework to analyse a school-university partnership
Nailer, Sarah and Ryan, Josephine. (2018). The case of the Catholic Teacher Education consortium: Using the STEPS framework to analyse a school-university partnership. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 219 - 229 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_12
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer. https://doi.org/10.1007/978-981-10-3431-2
Reflective practice in teacher professional standards: reflection as mandatory practice
Glasswell, Kathryn and Ryan, Josephine. (2017). Reflective practice in teacher professional standards: reflection as mandatory practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 3 - 26 Springer. https://doi.org/10.1007/978-981-10-3431-2_1
Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation
Tutticci, Naomi, Coyer, Fiona, Lewis, Peter A. and Ryan, Mary. (2017). Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation. Reflective Practice. 18(2), pp. 219 - 231. https://doi.org/10.1080/14623943.2016.1268115
Student facilitation of simulation debrief: Measuring reflective thinking and self-efficacy
Tutticci, Naomi, Coyer, Fiona, Lewis, Peter A. and Ryan, Mary. (2017). Student facilitation of simulation debrief: Measuring reflective thinking and self-efficacy. Teaching and Learning in Nursing. 12(2), pp. 128 - 135. https://doi.org/10.1016/j.teln.2016.11.005
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2
High-fidelity simulation: Descriptive analysis of student learning styles
Tutticci, Naomi, Coyer, Fiona, Lewis, Peter A. and Ryan, Mary. (2016). High-fidelity simulation: Descriptive analysis of student learning styles. Clinical Simulation in Nursing. 12(11), pp. 511 - 521. https://doi.org/10.1016/j.ecns.2016.07.008
Advancing partnership research: A spatial analysis of a jointly planned teacher education partnership
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
Communication in the practicum: Fostering relationships between universities and schools
Ryan, Josephine and Jones, Mellita. (2014). Communication in the practicum: Fostering relationships between universities and schools. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers.
Linking rural and regional communities into teacher education
Ryan, Josephine. (2014). Linking rural and regional communities into teacher education. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers.
Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space
Jones, Mellita and Ryan, Josephine. (2014). Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education. 42(2), pp. 132 - 146. https://doi.org/10.1080/1359866X.2014.892058
Preservice teacher education partnerships: Creating an effective practicum model for rural and regional preservice teachers
Ryan, Josephine and Jones, Melita. (2012). Preservice teacher education partnerships: Creating an effective practicum model for rural and regional preservice teachers Sydney, Australia: Office of Learning and Teaching.
Creating a sustainable and supportive teaching practicum in rural and regional locations
Ryan, Josephine, Jones, Mellita and Walta, Caroline. (2012). Creating a sustainable and supportive teaching practicum in rural and regional locations. Australian and International Journal of Rural Education. 22(1), pp. 57 - 72.
Smoking, body weight, physical exercise, and risk of lower limb total joint replacement in a population-based cohort of men
Mnatzaganian, G., Ryan, P., Norman, P E., Davidson, D. C. and Hiller, Janet E.. (2011). Smoking, body weight, physical exercise, and risk of lower limb total joint replacement in a population-based cohort of men. Arthritis & Rheumatism. 63(8), pp. 2523 - 2530. https://doi.org/10.1002/art.30400
Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers
Ryan, Josephine, Scott, Anne and Walsh, Maureen. (2010). Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers. Teachers and Teaching: Theory and Practice. 16(4), pp. 477 - 489. https://doi.org/10.1080/13540601003754871
Digital literacy and using online discussions: Reflections from teaching large cohorts in teacher education
Scott, Anne Lia and Ryan, Josephine Mary. (2009). Digital literacy and using online discussions: Reflections from teaching large cohorts in teacher education. In In J. Zajda and D. Gibbs (Ed.). Comparative Information Technology: Languages, Societies and the Internet pp. 103 - 120 Springer.
Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers
Ryan, Josephine and Scott, Anne. (2008). Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers. Teaching and Teacher Education. 24(6), pp. 1635 - 1644. https://doi.org/10.1016/j.tate.2008.02.012
Using online discussions: Reflections from teaching large cohorts in teacher education
Scott, Anne and Ryan, Josephine. (2007). Using online discussions: Reflections from teaching large cohorts in teacher education. Information Technology, Education and Society. 8(1), pp. 67 - 88.
Bringing literacy education into the age of multiliteracies :Using online discussion to develop informed and critical literacy teachers
Ryan, Josephine Mary. (2006). Bringing literacy education into the age of multiliteracies :Using online discussion to develop informed and critical literacy teachers. In Jennifer Rennie (Ed.). Voices Vibes Visions Hearing the Voices Feeling the vibes Capturing the visions AATE/ALEA National Conference 2006. Darwin, Australia: Australian Literacy Educators' Association. pp. 1 - 10
Illuminating between the desks work :An exploration of one-to-one teaching for complex written tasks
Ryan, Josephine Mary and Reidy, J.. (2005). Illuminating between the desks work :An exploration of one-to-one teaching for complex written tasks. Pleasure Passion Provocation refereed proceedings, ALEA/AATE Conference. Broadbeach, Queensland, Australia: Australian Literacy Educators' Association. pp. 1 - 15
Young people choose: Adolescents text pleasures
Ryan, Josephine. (2005). Young people choose: Adolescents text pleasures. Australian Journal of Language and Literacy. 28(1), pp. 38 - 47.
Lecturer as teacher. Teacher as researcher: Making theory practical
Ryan, Josephine. (2004). Lecturer as teacher. Teacher as researcher: Making theory practical. English Teaching: Practice and Critique. 3(2), pp. 113 - 121.