Advertisement

An Insider Look at the Implications of ‘Partnership’ Policy for Teacher Educators’ Professional Learning: An Australian Perspective

  • Simone WhiteEmail author
Chapter

Abstract

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.

Notes

Acknowledgement

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.

References

  1. 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
  2. Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81–98.Google Scholar
  3. Bhabha, H. (1994). The location of culture. London; New York: Routledge.Google Scholar
  4. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.CrossRefGoogle Scholar
  5. 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
  6. Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and teacher education, 19(1), 5–28.CrossRefGoogle Scholar
  7. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks: Sage.Google Scholar
  8. Conroy, J., Hulme, M., & Menter, I. (2013). Developing a ‘clinical’model for teacher education. Journal of Education for Teaching, 39(5), 557–573.CrossRefGoogle Scholar
  9. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.CrossRefGoogle Scholar
  10. 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
  11. 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
  12. 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
  13. Gilroy, P. (2014). Policy interventions in teacher education: sharing the English experience. Journal of Education for Teaching, 40(5), 622–632.Google Scholar
  14. Goodwin, A. L., & Kosnik, C. (2013). Quality Teacher Educators = Quality Teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346.CrossRefGoogle Scholar
  15. Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302.CrossRefGoogle Scholar
  16. Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.CrossRefGoogle Scholar
  17. Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M., & Beck, C. (2011). Becoming teacher educators: An innovative approach to teacher educator preparation. Journal of Education for Teaching, 37(3), 351–363.CrossRefGoogle Scholar
  18. Le Cornu, R. (2010). Changing roles, relationships and responsibilities in changing times. Asia-Pacific Journal of Teacher Education, 38(3), 195–206.CrossRefGoogle Scholar
  19. 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
  20. Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.CrossRefGoogle Scholar
  21. Maguire, M. (2000). Inside/outside the ivory tower: Teacher education in the English academy. Teaching in Higher Education, 5(2), 149–165.CrossRefGoogle Scholar
  22. Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of Education for Teaching, 40(5), 461–473.Google Scholar
  23. Mayer, D., Mitchell, J., Santoro, N., & White, S. (2011). Teacher educators and ‘accidental’ careers in academe: An Australian perspective. Journal of Education for Teaching, 37(3), 247–260.CrossRefGoogle Scholar
  24. 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
  25. Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125–142.CrossRefGoogle Scholar
  26. Reid, J.-A. (2011). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education, 39(4), 293–310.CrossRefGoogle Scholar
  27. 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
  28. Swennen, A., & Van der Klink, M. (2009). Becoming a teacher educator: Theory and practice for teacher educators. Dordrecht: Springer Science & Business Media.CrossRefGoogle Scholar
  29. Taylor, W. (1983). Teacher education: achievements, shortcomings and prospects. Times Educational Supplement, 13, 4.Google Scholar
  30. 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
  31. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2–3.Google Scholar
  32. Wenger, E. (2008). Identity in practice. Pedagogy and practice: Culture and identities (pp. 105–114).Google Scholar
  33. White, S. (2016). Teacher education research and education policymakers: An Australian perspective. Journal of Education for Teaching, 42(2), 252–264.CrossRefGoogle Scholar
  34. 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
  35. 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
  36. Williams, J., Ritter, J., & Bullock, S. M. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8(3), 245–260.CrossRefGoogle Scholar
  37. Williams, J. (2014). Teacher Educator Professional Learning in the Third Space. Journal of Teacher Education, 65(4), 315–326.CrossRefGoogle Scholar
  38. Zeichner, K. (2009). Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1-2), 89–99.CrossRefGoogle Scholar
  39. 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

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Queensland University of TechnologyBrisbaneAustralia

Personalised recommendations