Abstract
In this chapter, I turn to the broader realm of partnerships in teacher preparation. Specifically, I explore the ways in which LEE Residency’s partners—Partner University and Leaders for Equity in Education (LEE)—brought different visions for teacher preparation to their partnership. Using interviews from people involved in both Partner University and LEE (i.e., deans, professors, supervisors, and partnership directors), I show how Partner University’s larger aim of flourishing was in direct conflict with LEE’s aim of achieving. Moreover, I illustrate how this “flourish versus achieve” tension shaped on-the-ground decisions and practices for the novice teachers enrolled in the LEE Residency.
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Notes
- 1.
In 2015, LEE decided to partner with a different university in the city. This most recent change in university partners marks LEE’s third since its inception in 2001.
References
Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. San Francisco, CA: Jossey-Bass Publishers.
Howey, K. R., & Zimpher, N. L. (2010). Educational partnerships to advance clinically rich teacher preparation. Blue Ribbon Panel Report. National Council for the Accreditation of Teacher Education.
Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Routledge.
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Gatti, L. (2016). Teacher Education Partnerships and the Role of Ideology and Aims. In: Toward a Framework of Resources for Learning to Teach. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50145-5_8
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DOI: https://doi.org/10.1057/978-1-137-50145-5_8
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