Abstract
In this chapter we seek to investigate how and what literacy teacher educators might learn as they bring together and work alongside pre-service and serving teachers within school-university partnerships. A further focus is how such educators might best be supported institutionally to cross the traditionally perceived boundaries between schools and universities in attempts to provide what Zeichner (2010) has termed “hybrid spaces,” spaces in which “the traditional dichotomy of academic and practitioner knowledge” (p. 89) can be overcome and resolved.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany, NY: SUNY Press.
Burn, K., & Mutton, T. (2013). Review of ‘research-informed clinical practice’ in initial teacher education. Research and teacher education: The BERA-RSA Inquiry. Retrieved from https://www.bera.ac.uk/wpcontent/uploads/2014/02/BERA-Paper-4Research-informed-clinical-practice.pdf
Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.
Davey, R. (2013). The professional identity of teacher educators: Career on the cusp? London, UK: Routledge.
Dent, H. (1977). The training of teachers in England and Wales 1800–1975. London, UK: Hodder and Stoughton.
European Commission. (2013). Supporting teacher educators. Retrieved from http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. The Teachers College Record, 103(6), 1013–1055.
Freebody, P. (2007). Literacy education in school: Research perspectives from the past, for the future. Camberwell, Victoria: Australian Council for Education Research.
Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition: Reforming professionalism? Buckingham, UK: Open University Press.
Furlong, J., Campbell, A., Howson, J., Lewis, S., & McNamara, O. (2006). Partnership in English teacher education: Changing times, changing definitions – evidence from the Teacher Training Agency national partnership project. Scottish Education Review, 37, 32–45.
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.
Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22(8), 1118–1129.
Guile, B., & Lucas, N. (1999). Rethinking initial teacher education and professional development in further education. In A. Green & N. Lucas (Eds.), Further education and lifelong learning: Realigning the sector for the twenty first century (pp. 203–224). London, UK: Bedford Way Papers.
Koerner, M., Rust, F. O. C., & Baumgartner, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29(2), 35–58.
Kosnik, C., & Beck, C. (2009). Priorities in teacher education: The 7 key elements of pre-service preparation. Abingdon, UK: Routledge.
Kosnik, C., Menna, L., Dharmashi, P., Miyata, C., & Beck, C. (2013). A foot in many camps: Literacy teacher educators acquiring knowledge across many realms and juggling multiple identities. Journal of Education for Teaching, 39(5), 534–540.
MacBeath, J. (2011). Education of teachers: The English experience. Journal of Education for Teaching, 37(4), 377–386.
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.
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 education system. Collected Original Resources in Education, 26(3), 1–530.
Murray, J. (2014). Teacher educators’ constructions of professionalism: Change and diversity in teacher education. Asia Pacific Journal of Teacher Education, 42(1), 7–21.
Reid, J.A. (2011). A practice turn for teacher education? The Asia-Pacific Journal of Teacher Education, 39(4), 293–310.
Simpson, T., & Yarrow, A. (1992). Enhancing practice teaching through self-directed learning. A. Yarrow (Ed.), Teaching Role of Supervision in the practicum: Cross-faculty perspectives. Brisbane, Australia: Queensland University of Technology.
Swennen, A., & van der Klink, M. (2008). Becoming a teacher educator: Theory and practice for teacher educators. Dordrecht: Springer Science & Business Media.
Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23(8), 1289–1301.
van Velzen, C. (2013). Guiding learning teaching (Unpublished doctoral dissertation). Vrije Universiteit, Amsterdam, the Netherlands.
van Velzen, C., & Timmermans, M. (2014). What can we learn from the shift towards a more school centred model in Netherlands? In K. Jones & E. White (Eds.), Developing outstanding practice in school-based teacher education (pp. 56–63). Northwich, UK: Critical Publishing.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.
White, S., & Forgasz, R. (in press). The Practicum: The place of experience? In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education. Dordrecht, The Netherlands: Springer Press.
White, S., & Reid, J. A. (2008). Placing teachers? Sustaining rural schooling through place-consciousness in teacher education. Journal of Research in Rural Education, 23(7), 1–11.
Williamson, P. (2013). Introduction. In C. Kosnik, J. Rowsell, P. Williamson, & R. Simon, Literacy teacher educators: Preparing teachers for a changing world (pp. 1–6). Dordrecht: Springer Science & Business Media.
Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. British Journal of Teacher Education, 16(2), 105–132.
Zeichner, K. (2010). 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.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
White, S., Murray, J. (2016). Fostering Professional Learning Partnerships in Literacy Teacher Education. In: Kosnik, C., White, S., Beck, C., Marshall, B., Goodwin, A.L., Murray, J. (eds) Building Bridges. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-491-6_10
Download citation
DOI: https://doi.org/10.1007/978-94-6300-491-6_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-491-6
eBook Packages: EducationEducation (R0)