Exploring what it means to be a professional in partnerships : Reflecting on teacher educator narratives

Book chapter


Gutierrez, Amanda, Young, Kenneth and Jordan, Kathy. (2019). Exploring what it means to be a professional in partnerships : Reflecting on teacher educator narratives. In In Gutierrez, Amanda, Fox, Jillian and Alexander, Colette (Ed.). Professionalism and teacher education pp. 91-115 Springer Nature. https://doi.org/10.1007/978-981-13-7002-1_5
AuthorsGutierrez, Amanda, Young, Kenneth and Jordan, Kathy
EditorsGutierrez, Amanda, Fox, Jillian and Alexander, Colette
Abstract

School–university partnerships are complex and multivarious. Teacher educators working on the ground in this space traverse multiple settings and negotiate discourses in their attempt to meet the needs of all stakeholders spread across these settings. They are the implementers of the Teacher Education Ministerial Advisory Group (TEMAG) recommendations around partnerships, as they deal with the reality of trying to meet the Australian Institute of Teaching and School Leadership (AITSL) accreditation requirements around partnerships. Teacher educators negotiate university structures, school systems and often government and other organisational expectations of partnership outcomes. Through all of this, they also operationalise and often manage the partnership models around preservice teacher engagement with schools. This chapter utilises recently published material on partnership models (Chittleborough and Jones in School-based partnerships in teacher education: A research informed model for universities, schools and beyond. Springer Nature, Singapore, pp. 61–82, 2018; Hobbs et al. in STEPS interpretative framework. Science Teacher Education Program, 2015) to frame narrative reflections from teacher educators in the school–university space. Through narrative methodology, the stories of these teacher educators reflect the complex space they negotiate and broker, and their struggles to have their role valued, recognised and resourced. The commonality of professional relationships being developed between partnership participants, and their critical importance, was clearly reflected in each of the author’s individual narrative writing.

Page range91-115
Year2019
Book titleProfessionalism and teacher education
PublisherSpringer Nature
Place of publicationSingapore
ISBN9789811370014
9789811370045
9789811370021
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-7002-1_5
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online16 May 2019
Publication process dates
Deposited15 Nov 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8x0y6/exploring-what-it-means-to-be-a-professional-in-partnerships-reflecting-on-teacher-educator-narratives

Restricted files

Publisher's version

  • 67
    total views
  • 0
    total downloads
  • 3
    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

What do secondary teachers think about digital games for learning : Stupid fixation or the future of education?
Gutierrez, Amanda, Mills, Kathy, Scholes, Laura, Rowe, Luke and Pink, Elizabeth. (2023). What do secondary teachers think about digital games for learning : Stupid fixation or the future of education? Teaching and Teacher Education. 133, p. Article 104278. https://doi.org/10.1016/j.tate.2023.104278
Spiritual and Pedagogical Accompaniment (SPA) program 2022
Gutierrez, Amanda and Rowe, Luke. (2023). Spiritual and Pedagogical Accompaniment (SPA) program 2022 Brisbane, Queensland: Australian Catholic University.
Interrogating Indigenous student literacy programs
Gutierrez, Amanda, Lowe, Kevin and Guenther, John. (2023). Interrogating Indigenous student literacy programs. In In Moodie, Nikki, Lowe, Kevin, Dixon, Roselyn and Trimmer, Karen (Ed.). Assessing the evidence in Indigenous education research : Implications for policy and practice pp. 181-199 Palgrave Macmillan. https://doi.org/10.1007/978-3-031-14306-9_10
Spiritual and Pedagogical Accompaniment (SPA) program (2019-2021)
Gutierrez, Amanda and Rowe, Luke. (2022). Spiritual and Pedagogical Accompaniment (SPA) program (2019-2021) Brisbane, Queensland: Australian Catholic University.
Video gaming and digital competence among elementary school students
Scholes, Laura, Rowe, Luke, Mills, Kathy A., Gutierrez, Amanda and Pink, Elizabeth. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology. pp. 1-16. https://doi.org/10.1080/17439884.2022.2156537
The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
Gutierrez, Amanda and Kostogriz, Alex. (2021). The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching. 26(5-6), pp. 475-489. https://doi.org/10.1080/13540602.2021.1873761
Pre-service teachers’ professional becoming in an extended professional experience partnership programme
Gutierrez, Amanda and Nailer, Sarah. (2021). Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education. 49(5), pp. 517-532. https://doi.org/10.1080/1359866X.2020.1789911
Report on the 'Developing Catholic Identity for PSTs : Faith companion mentoring during final school professional experience' Project
Gutierrez, Amanda. (2019). Report on the 'Developing Catholic Identity for PSTs : Faith companion mentoring during final school professional experience' Project Brisbane, Queensland: Australian Catholic University.
Indigenous student literacy outcomes in Australia : A systematic review of literacy programmes
Gutierrez, Amanda, Lowe, Kevin and Guenther, John. (2019). Indigenous student literacy outcomes in Australia : A systematic review of literacy programmes. Asia-Pacific Journal of Teacher Education. 49(1), pp. 37-60. https://doi.org/10.1080/1359866X.2019.1700214
Conceptualising teacher Professionalism
Alexander, Colette, Fox, Jillian and Gutierrez, Amanda. (2019). Conceptualising teacher Professionalism. In In A. Gutierrez, J. Fox and C. Alexander (Ed.). Professionalism and Teacher Education pp. 1 - 23 Springer Nature. https://doi.org/10.1007/978-981-13-7002-1_1
Challenging ideological environments: International teachers' experiences in an outside-of-country teacher training programme
Gutierrez, Amanda. (2016). Challenging ideological environments: International teachers' experiences in an outside-of-country teacher training programme. Critical Studies in Education. 57(3), pp. 313 - 329. https://doi.org/10.1080/17508487.2015.1076492
Exploring the becoming of pre-service teachers in paired placement models
Gutierrez, Amanda. (2016). Exploring the becoming of pre-service teachers in paired placement models. In In R. Brandenburg, S. McDonough and J. Burke & S. White (Ed.). Teacher education: Innovation, intervention and impact pp. 139 - 156 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0785-9_9
'Turning around' to the affordances of digital games: English curriculum and students' lifeworlds
Beavis, Catherine, Walsh, Christopher, Bradford, Clare, O'Mara, Joanne, Apperley, Thomas and Gutierrez, Amanda. (2015). 'Turning around' to the affordances of digital games: English curriculum and students' lifeworlds. English in Australia. 50(2), pp. 30 - 40.
Exploring critical literacy in Victoria and Queensland : Affordances, tensions and hybridisations
Gutierrez, Amanda. (2014). Exploring critical literacy in Victoria and Queensland : Affordances, tensions and hybridisations. English in Australia. 49(3), pp. 33 - 41.
Classroom teachers as co-researchers: The affordances and challenges of collaboration
O'Mara, Joanne and Gutierrez, Amanda. (2010). Classroom teachers as co-researchers: The affordances and challenges of collaboration. Australian Journal of Language and Literacy. 33(1), pp. 41 - 53.
'Experts on the field': Redefining literacy boundaries
Gutierrez, Amanda and Beavis, Catherine. (2010). 'Experts on the field': Redefining literacy boundaries. In pp. 146 - 161 Peter Lang Publishing.
Reflections on cultural crossroads: 'empowering' students in a critical literacy classroom.
Gutierrez, Amanda. (2005). Reflections on cultural crossroads: 'empowering' students in a critical literacy classroom. English in Australia. 143, pp. 48 - 59.