An Insider Look at the Implications of ‘Partnership’ Policy for Teacher Educators’ Professional Learning: An Australian Perspective
Encouraging, strengthening and in some countries mandating, school-university partnerships is a policy strategy used by governments globally to drive teacher education reform. The past decade has seen a rapid move by the Australian federal government from initially fostering partnerships to now mandating partnership agreements with schools. Shortly, all initial teacher education providers will need to demonstrate their formal partnership agreements in writing, tied to accreditation purposes. Within this policy environment, teacher educators (particularly university-based) are instrumental in what the design, development and implementation of these mandated partnership models might look like. Many teacher educators however appear ill-equipped for such work and are reluctant to step into these boundary spaces between universities, schools and their communities. This chapter reports on one component of a broader study conducted to better understand the current ‘partnership’ policy implications for teacher education, the possible reasons for resistance in partnership work by university-based teacher educators and the professional learning needs to facilitate such partnerships.
I would like to acknowledge the funding support provided by the Victorian Department of Education and the Monash-Casey Teaching Academies of Professional Practice.
I would also like to acknowledge the constructive feedback from colleagues Dr. Judy Williams and Dr. Helen Grimmett in earlier versions of this chapter.
- Australian Council of Deans of Education. (2008). Teacher education: A National priority letter to the minister. http://www.acde.edu.au/archive/. Accessed Apr 2016
- Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.Google Scholar
- Bhabha, H. (1994). The location of culture. London; New York: Routledge.Google Scholar
- Boyd, P., Harris, K., & Murray, J. (2011). Becoming a teacher educator: Guidelines for induction. Bristol: Subject Centre for Education, ESCalate: The Higher Education Academy.Google Scholar
- Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks: Sage.Google Scholar
- Donaldson, G. (2011). Teaching Scotland’s future, report of a review of teacher education in Scotland. Edinburgh: Scottish Government. http://www.scotland.gov.uk/Resource/Doc/337626/0110852.pdf
- European Commission. (2013). Supporting teacher educators: Teaching the teacher. http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/support-teacher-educators_en.pdf
- Furlong, J., Campbell, A., Howson, J., Lewis, S., & McNamara, O. (2006). Partnership in English initial teacher education: Changing times, changing definitions. Evidence from the Teacher Training Agency’s National Partnership Project. Scottish Educational Review, 37(1), 32–45.Google Scholar
- Gilroy, P. (2014). Policy interventions in teacher education: sharing the English experience. Journal of Education for Teaching, 40(5), 622–632.Google Scholar
- Le Cornu, R. (2015). Key components of effective professional experience in initial teacher education in Australia. Melbourne: Australian Institute for Teaching and School Leadership.Google Scholar
- Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of Education for Teaching, 40(5), 461–473.Google Scholar
- Murray, J. (2002). Between the chalkface and the ivory towers? A study of the professionalism of teacher educators working on primary initial teacher education courses in the English university sector. London: Institute of Education, University of London.Google Scholar
- Snoek, M., Swennen, A., & Van der Klink, M. (2011). The quality of teacher Educators in the European Policy Debate: Actions and Measures to improve the professionalism of teacher Educators. Professional Development in Education, 36(1–2), 131–148.Google Scholar
- Taylor, W. (1983). Teacher education: achievements, shortcomings and prospects. Times Educational Supplement, 13, 4.Google Scholar
- Teacher Education Ministerial Advisory Group. (TEMAG). (2014). Action now: Classroom ready teachers. Canberra: Australian Government. Available online at: https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2–3.Google Scholar
- Wenger, E. (2008). Identity in practice. Pedagogy and practice: Culture and identities (pp. 105–114).Google Scholar
- White, S., & Forgasz, R. (2017). Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 270–283). Singapore: Springer.Google Scholar
- White, S., & Murray, J. (2016). Fostering professional Leanring Partnerships in Literacy teacher Education. In C. Kosnik, S. White, C. Beck, B. Marshall, L. Goodwin, & J. Murray (Eds.), Building bridges: Rethinking Literacy Teacher Edcation in a digital era.Google Scholar
- Zeichner, K., & Bier, M. (2013). The turn toward practice and clinical experiences in US teacher education. Beitrage Zur Lehrerbildung/Swiss Journal of Teacher Education, 30(2), 153–170.Google Scholar