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Teacher education at Trinity University meets the STEPS Interpretive Framework
Albright, Shari Breidenstein, Angela Ryan, Josephine
Albright, Shari
Breidenstein, Angela
Ryan, Josephine
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.
Keywords
university-school partnerships, professional development schools, teacher education, transformational education
Date
2018
Type
Book chapter
Journal
Book
School-based partnerships in teacher education: A Research informed model for universities, schools and beyond
Volume
Issue
Page Range
193-207
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled