Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context
Keywords:
partnership, partnership with students, school-university collaboration, the third space
Abstract
Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ‘partnership’ is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.
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References
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European Commission (2015). Strengthening teaching in Europe.
Fresko, B., & Nasser-Abu Alhija, F. (2015). Induction seminars as professional learning communities for beginning teachers. Asia-Pacific Journal of Teacher Education, 43(1), 36-48.
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Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS Collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education, 8(3), 275-288.
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Magolda, P. (2001). Border Crossings: Collaboration Struggles in Education. Journal of Educational Research, 94(6), 346-358.
Martin, S. D., Snow, J. L., & Franklin Torrez, G. A. (2011). Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships. Journal of Teacher Education,
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März,V., & Kelchtermans, K. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum, Teaching and Teacher Education, 29, 13-24.
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC:
American Educational Research Association.
Norwegian University of Science and Technology (NTNU). (2016). University Schools. Retrieved 25.03.2016 from https://www.ntnu.edu/school-university-partnership.
OECD (2005). Teachers Matter. Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
Rudduck, J. (1999). Teacher practice and the student voice. In M. Lang, J. Olson, H. Hansen, & W. Bunder (Eds.), Changing Schools/Changing Practices: perspectives on educational reform and teacher professionalism (pp. 41-54), Louvain: Graant.
Sandholtz, J.H. (2002). Inservice training or professional development: contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815-830.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Smith, K., & Welicker-Pollak, M. (2008). What can they say about my teaching? Teacher educators’ attitudes to standardised student evaluation of teaching. European Journal of Teacher Education, 31(2), 203-214.
Smith, K. (2015). The Act of Diplomacy: Looking back at the position as the Head of teacher education. In R. Clift, J. Loughran, G. Mills, & C. Craig (Eds.), Inside the Role of the Dean.
International perspectives on leading in higher education (pp. 132-146). London-New York: Routledge-Taylor Francis Group.
Smith, K., Hjertager Lund, H., Krumsvik, R., Steen, O. I., Vedvik Tonning, A. S., Ulvik, M., & Olsen, J.I. (2010). Pilotering av UiB sin partnerskolemodell. (Piloting a Partnership Model at UoB). Final report. Bergen: University of Bergen.
Taylor, A. (2008). Developing understanding about learning to teach in a university – schools partnership in England. British Educational Research Journal, 34(1), 63-90.
The Teaching Council, Ireland (2011). Policy on the Continuum of Teacher Education. Dublin: The Teaching Council.
Timperley, H. (2011). The Power of professional learning, New York: Mc raw – Hill / Open University Press.
University of Bergen (2015). Partnerskolesamarbeid (Partner School Cooperation). Retrieved 24.03.2016 from http://www.uib.no/utdanning/laerer/49235/partnerskolesamarbeid.
University of Oslo, Institute for Teacher Education and School Development. Retrieved 26.03.2016 from http://www.uv.uio.no/ils/forskning/prosjekter/universitetsskoleprosjektet/.
University of Tromsø The Arctic University of Norway. Retrieved 26.03.2016 from https://uit.no/prosjekter/prosjekt?p_document_id=288271.
van den Bergh, L., Ros, A., & Beijaard, D. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47, 142-150.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based education. Journal of Teacher Education, 61(1-2), 89-99.
Brennan, M., & Willis, S. (2008). Sites of contestation over teacher education in Australia. Teachers and Teaching: Theory and Practice, 14(4), 295-306. Special Issue: Politics and policy in teacher education, International Perspectives.
Bullough, R. V., & Draper, R. J. (2004). Making sense of the failed triad: Mentors, university supervisors and positioning theory. Journal of Teacher Education, 55(5), 407-420.
Centre for Professional Learning in Teacher Education (ProTed). (2016). Retrieved 25.03.2016 from http://www.uv.uio.no/proted/english/.
Cochran-Smith, M. (2016). Teacher Education Reform in the U.S.: Where’s the Field Turning? Presentation for AERA Division K Symposium Policy, Governance and Quality in Teacher Education Systems: Four Cases, 10.04.2016, Washington, DC.
Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
Council of European Union. (2014). Council conclusions of 20.05.2014 on effective teacher education (1) 2014/C 183/05. Retrieved 22.11.2015 from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ%3AJOC_2014_183_R_0005.
Darling-Hammond, L. (2006a). Constructing 21st-Century Teacher Education, Journal of Teacher Education, 57(3), 300-314.
Darling-Hammond, L. (2006b). Assessing teacher education the usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138.
Darling-Hammond, L. (2012). Powerful Teacher Education: Lessons from Exemplary Programs. New Jersey: John Wiley and Sons.
Darling-Hammond, L., & Lieberman, A. (Eds.) (2012). Teacher Education Around the World. London: Routledge.
Donaldson, G. (2011). Teaching Scotland’s future: Report of a review of teacher education in Scotland. Edinburgh, Scotland: Scottish Government.
Donaldson, G. (2015). Successful futures: independent review of curriculum and assessment arrangements in Wales: OGL. Retrieved 27.03.2016 from http://gov.wales/docs/dcells/
publications/150317-successful-futures-en.pdf.
Eraut, M. (2014). Developing Knowledge for qualified professionals. In O. McNamara, J. Murray, & M. Jones (Eds.), Workplace Learning in Teacher Education (pp. 47-72). Dochdrecht: Springer.
European Commission (2013). Supporting Teacher Educators for Better Learning Outcomes.
European Commission (2015). Strengthening teaching in Europe.
Fresko, B., & Nasser-Abu Alhija, F. (2015). Induction seminars as professional learning communities for beginning teachers. Asia-Pacific Journal of Teacher Education, 43(1), 36-48.
Fullan, M. (1991). The New Meaning of Educational Change. New York, NY: Teachers’ College Press.
Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty G. (2000). Teacher education in transition-Re-forming professionalism? Buckingham / Philadelphia: Open University Press.
Furlong, J., Whitty, G., & Whiting, C. (1996) Re-defining partnership: revolution or reform in ITE. Journal of Teacher Education, 22(1), 34-57.
Grossman, P. & Hammerness, K. (2009). Redefining teaching- re-imagining teacher education. Teachers and Teaching: theory and practice, 15(2), 273-289.
Halvorsen, K. (2014). Partnerships in Teacher Education. (Doctoral thesis). Bergen: University of Bergen.
Hansén, S. E. (2008). Rapport från den koordinerande programsensorn för lärarutbildningen vid Universitetet i Bergen. [Report from the external examiner of teacher education at the University of Bergen]. Bergen: University of Bergen.
Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS Collaboration as Third Space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education, 8(3), 275-288.
Ingersoll, R., & Perda, D. (2012). How high is teacher turnover and is it a problem? Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.
Josephson, J. (2016). Democracy and Higher Education. Paper presented at Annual Conference of the Southern Political Science Association (87th), San Juan (P.R.). Retrieved 27.06.2016 from http://dx.doi.org/doi:10.7282/T3KW5J36.
Korthagen, F. A. J. (2001). Linking Practice and Theory – The Pedagogy of Realistic Teacher Education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Lemke, J. L., & Sabelli, N.H. (2008). Complex systems and educational change: towards a new research agenda. Educational Philosophy and Theory, 40(1),118-129.
Magolda, P. (2001). Border Crossings: Collaboration Struggles in Education. Journal of Educational Research, 94(6), 346-358.
Martin, S. D., Snow, J. L., & Franklin Torrez, G. A. (2011). Navigating the Terrain of Third Space: Tensions With/In Relationships in School-University Partnerships. Journal of Teacher Education,
62(3) 299-311.
März,V., & Kelchtermans, K. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum, Teaching and Teacher Education, 29, 13-24.
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC:
American Educational Research Association.
Norwegian University of Science and Technology (NTNU). (2016). University Schools. Retrieved 25.03.2016 from https://www.ntnu.edu/school-university-partnership.
OECD (2005). Teachers Matter. Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
Rudduck, J. (1999). Teacher practice and the student voice. In M. Lang, J. Olson, H. Hansen, & W. Bunder (Eds.), Changing Schools/Changing Practices: perspectives on educational reform and teacher professionalism (pp. 41-54), Louvain: Graant.
Sandholtz, J.H. (2002). Inservice training or professional development: contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18(7), 815-830.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Smith, K., & Welicker-Pollak, M. (2008). What can they say about my teaching? Teacher educators’ attitudes to standardised student evaluation of teaching. European Journal of Teacher Education, 31(2), 203-214.
Smith, K. (2015). The Act of Diplomacy: Looking back at the position as the Head of teacher education. In R. Clift, J. Loughran, G. Mills, & C. Craig (Eds.), Inside the Role of the Dean.
International perspectives on leading in higher education (pp. 132-146). London-New York: Routledge-Taylor Francis Group.
Smith, K., Hjertager Lund, H., Krumsvik, R., Steen, O. I., Vedvik Tonning, A. S., Ulvik, M., & Olsen, J.I. (2010). Pilotering av UiB sin partnerskolemodell. (Piloting a Partnership Model at UoB). Final report. Bergen: University of Bergen.
Taylor, A. (2008). Developing understanding about learning to teach in a university – schools partnership in England. British Educational Research Journal, 34(1), 63-90.
The Teaching Council, Ireland (2011). Policy on the Continuum of Teacher Education. Dublin: The Teaching Council.
Timperley, H. (2011). The Power of professional learning, New York: Mc raw – Hill / Open University Press.
University of Bergen (2015). Partnerskolesamarbeid (Partner School Cooperation). Retrieved 24.03.2016 from http://www.uib.no/utdanning/laerer/49235/partnerskolesamarbeid.
University of Oslo, Institute for Teacher Education and School Development. Retrieved 26.03.2016 from http://www.uv.uio.no/ils/forskning/prosjekter/universitetsskoleprosjektet/.
University of Tromsø The Arctic University of Norway. Retrieved 26.03.2016 from https://uit.no/prosjekter/prosjekt?p_document_id=288271.
van den Bergh, L., Ros, A., & Beijaard, D. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47, 142-150.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based education. Journal of Teacher Education, 61(1-2), 89-99.
Published
2016-09-30
Section
FOCUS
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