Breaking the Apprenticeship of Observation through Collaboration: A School-University Partnership in Teacher Education for High Needs Schools

2017 ◽  
pp. 127-146 ◽  
Author(s):  
Karin Oerlemans
Keyword(s):  
Teacher Education ◽  
University Partnership ◽  
High Needs Schools ◽  
Apprenticeship Of Observation

scholarly journals Staff-wide Mentoring of Pre-service Teachers: Benefits and Barriers

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Doug Smith
Keyword(s):  
Teacher Education ◽  
Educational Change ◽  
Principal Leadership ◽  
Change Agent ◽  
Central Administration ◽  
University Partnerships ◽  
Collegial Support ◽  
University Partnership

School-university partnerships are purported to develop the collegial support needed for any educational change. They may also surmount barriers between pre-service and in- service teacher education. In this school-university partnership study involving staff wide mentoring of pre-service teachers as a change agent, the writer outlines the benefits to pre- and in-service teachers and the barriers encountered that prevented them from fulfilling partnership promise. Pre-service teachers achieved desired internship outcomes and change-resistant teachers developed collegiality and support. Central administration interference and lack of principal leadership created barriers. Suggestions for overcoming the barriers are offered.

Neoliberalism and teacher certification

2018 ◽  
Vol 16 (6) ◽  
pp. 804-827 ◽  
Author(s):  
Deborah Greenblatt
Keyword(s):  
New York ◽  
Teacher Education ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Schools Of Education ◽  
High Needs Schools ◽  
The Cost ◽  
The Impact ◽  
Standardized Curriculum

The dominant discourse of teacher education is framed as the “construction of the problem of teacher education” (Cochran-Smith et al., 2013). From this neoliberal discourse came the push for more accountability, contributing to the promotion of a nationally scored standardized teacher performance assessment (edTPA). This article examines the impact of the assessment on those taking the elementary education edTPA in New York City, teacher educators and the teacher education curriculum. Based on survey and interview data from teacher candidates and faculty, there is a strong concern about the impact of the cost of the edTPA on economically disadvantaged teacher candidates and under-resourced schools of education. In many cases, teacher candidates were not encouraged to fight the neoliberal discourse but rather to “play the game” to pass a test. Because teacher educators felt it was their job to help their teacher candidates get certified, little resistance was found even among those who were not in support of the edTPA. In resistance to the standardization, teacher candidates were encouraged to be strategic, within the Pearson guidelines, in terms of their class size and composition as well as with the lessons that they taught. There were also accommodations made in teacher candidates placements to avoid testing grades or schools with a standardized curriculum; however, this potentially created new consequences with the avoidance of high-needs schools. Additionally, due to the intersection of the specific requirements of the edTPA and the mandated curricula, teacher candidates went outside the guidelines to pass the test. Furthermore, some teacher candidates decided not to take the edTPA and to get certified in another state or not to go into public education.

School—University Partnership: Challenges and Visions in the New Decade

2012 ◽  
Vol 2 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Sharon S.N. Ng ◽  
Esther Y.M. Chan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
School Leadership ◽  
University Partnerships ◽  
University Partnership ◽  
Training Programmes ◽  
Changing Economy ◽  
Successful School

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

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