Journal of Educational Change

, Volume 6, Issue 2, pp 147–176 | Cite as

Transitions to school-college partnership: a phenomenological inquiry

  • Michal Zelleramayer
  • Ilana Margolin


This study took place during the first 2 years of a partnership between three cooperating elementary schools and a college of education. The purpose of the interpretive phenomenological study was to learn from cooperating teachers, student-teachers and college instructors about the transitions that accompanied the change in the culture of schooling they experienced through the newly established partnership, and to attempt to understand their experiences through their explanations of the transitions they identified. On the basis of the data analysis, we identified seven transitions experienced by the participants: •From discrete processes to parallel, open processes. •From individual work to collaboration. • From seeing the ‘other’ as an object to seeing the ‘other’ as a critical friend. • From leading to responding. • From the conception of knowledge as an object to the conception of knowledge as a process. • From viewing learning as a linear process to viewing it as a spiral process. • From viewing their work environment as a closed system to viewing it as an open system. In this paper, we describe and provide examples of each of these transitions and show how they are interrelated and how each one is both a cause and an effect of the others. These findings increased our knowledge about how the school and college altered each other’s consciousness.


qualitative inquiry hermeneutic phenomenology transition vs. change school–college partnership 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Amado, G., Ambrose, A. 2001Transitional Approach to ChangeKarnacLondon1520Google Scholar
  2. Beach K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. In A. Iran-Nejad and P.D. Pearson. (eds), Review of Research in Education, 24, (pp.101-140). AERA.Google Scholar
  3. Bridges, W., Mitchell, S. 2000Leading transition: A new model for changeLeader to LeaderLondon16[]Google Scholar
  4. Cushman, K. (1993). Teacher education in essential schools: the college-school partnership, Horace 1 (l 0) [ 10n01.htm1].Google Scholar
  5. Department for Education and Science (DfES) (1992). Initial Teacher Training (Secondary Phase) (Circular 9/92). London: DESGoogle Scholar
  6. Furlong, J. 2000Higher Education and the New Professionalism for Teachers. Realising the Potential of PartnershipLondon:CVCPLondon[ pdf]Google Scholar
  7. Gomez M.N. (1998). On the path to democracy. The role of partnership in American education. On Common Ground. 8Google Scholar
  8. Kwo O., (1998). Professional Learning Together. Building a Collaborative Culture in Teaching Practicum Supervision. INSTEP, Faculty of Education. The University of Hong KongGoogle Scholar
  9. Lather, P. 1986Research as praxisHarvard Educational Review.56257277Google Scholar
  10. Linn D., (2000). Integrating Professional Development Schools into State Education Reforms. National governors’ Group Center for Best Practices[]Google Scholar
  11. Mickelson D.J., Kritek W.J., Hedlund R.D. and Kaufmann A.M. (1988, February). Urban school-university collaboration. A Final Report to the Ford Foundation, Milwaukee. WI: University of Wisconsin-Milwaukee.Google Scholar
  12. Sachs, J. 1997Reclaiming the agenda of teacher professionalism: an Australian experienceJournal of Education for Teaching.23263275Google Scholar
  13. Sirotnik, W.A., Goodlad, J.I. 1988School-University Partnerships in Action: Concepts, Cases and ConcernsNew York:Teachers College PressNew YorkGoogle Scholar
  14. Sizer, T.R. 1988The Coalition of Essential SchoolsProvidence: Brown University Education DepartmentProvidenceGoogle Scholar
  15. Smedley, L. 2001Impediments to partnership: a literature review of school-college linksTeacher and Teaching: Theory and Practice.2189209Google Scholar
  16. Spradley, P. 1979The Ethnographic InterviewNY: Holt,Reinhart and WinstonNYGoogle Scholar
  17. Stacey, R.D. (1997). The implications of complexity theory for psychoanalytic thinking about organizations. Paper presented at The International Society for the Psychoanalytic Study of Organizations 1997 Symposium, The Complexity of Organizational Life - How Does Psychoanalytical Thinking Broaden Our Understanding? Philadelphia, Pennsylvania [, htm]Google Scholar
  18. Swanson, J. 1995Systemic reform in the professionalism of educatorsPhi Delta Kappan.773641Google Scholar
  19. Trubowitz, S., Longo, P. 1997How it Works: Inside a School-College CollaborationNew York: Teachers College PressNew YorkGoogle Scholar
  20. Winnicott, D.W. 1971Playing and RealityPenguin BooksLondonGoogle Scholar

Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Levinsky College of EducationTel AvivIsrael

Personalised recommendations