Developing profession ready teacher education graduates through school-university partnerships: an Australian study

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2023-06-28 DOI:10.1080/1359866X.2023.2227842

Miriam Tanti, Chrissy Monteleone, Monica Wong

引用次数: 0

Abstract

ABSTRACT The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period have completed surveys on their engagement. Using a Community of Practice (CoP) theoretical framework to underpin model development, it is possible to showcase the growth of the partnerships as important in informing discussion relating to the implementation of integrated school-university partnerships and practice.

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通过学校与大学的合作培养专业教师教育毕业生：澳大利亚的一项研究

摘要学校和大学的参与在初始教师教育中发挥了重要作用。本文的重点是在澳大利亚悉尼内西郊，从一所学校到19所学校的中心大学合作伙伴关系的另一种学校-大学合作模式的发展。四位参与了七年的学校和大学导师完成了关于他们参与度的调查。利用实践共同体（CoP）的理论框架来支持模型开发，可以展示伙伴关系的发展，这在为与实施学校-大学一体化伙伴关系和实践相关的讨论提供信息方面非常重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.