Abstract
Uncertainty about teacher education around the world abounds as providers grapple with the challenge of preparing teachers who can foster the learning of increasingly diverse student populations. Hence, the policy focus in New Zealand, as in other nations, is on improving the quality of initial teacher education (ITE) through strengthening professional experience and school–university partnerships. This chapter reports a qualitative study that investigated how engagement in a school–university collaborative research project outside of ITE contributed to a New Zealand equity-centred teacher education programme’s alignment and coherence. We interviewed teachers and teacher educators participating in the research project and teaching on the programme. Directed thematic data analysis identified three major themes—awareness, articulation and action. Using concepts from complexity theory, the study illustrates how building relationships with schools that extend beyond professional experience can occasion the emergence of deeper and shared understandings about practice for equity, reducing uncertainty and contributing to ITE programme alignment and coherence.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.
Byrne, D. (1998). Complexity theory and the social sciences. London, UK: Routledge.
Carter, A. (2015). Review of initial teacher training (ITT). Downloaded from www.gov.uk/government/publications.
Cilliers, P. (1998). Complexity and postmodernism: Understanding complex systems. London, UK: Routledge.
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Teacher research for the next generation. New York: Teachers College Press.
Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, New Jersey: American Educational Research Association and Lawrence Erlbaum Associates.
Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., Haigh, M., & Hill, M. (2014). When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly, 41(1), 105–122.
Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Erlbaum.
Davis, B., & Sumara, D. (2010). “If things were simple …”: Complexity in education. Journal of Evaluation in Clinical Practice, 16, 856–860.
Davis, B., & Sumara, D. (2012). Fitting teacher education in/to/for an increasingly complex world. Complicity, 9(1), 30–40.
Education Council. (2016) Strategic options for developing future oriented initial teacher education. Downloaded from https://educationcouncil.org.nz.
Flick, U. (2006). An introduction to qualitative research. London: Sage.
Grossman, P. (2010). Learning to practice: The design of clinical experiences in teacher preparation. Washington, DC: American Association of Colleges for Teacher Education & National Education Association.
Grudnoff, L., Haigh, M., Hill, M. F., Cochran-Smith, M., Ell, F., & Ludlow, L. (2017a). Teaching for equity: Insights from international evidence. The Curriculum Journal, 28(3), 305–326. https://doi.org/10.1080/09585176.2017.1292934.
Grudnoff, L., Haigh, M., & Mackisack, V. (2017b). Re-envisaging and reinvigorating school-university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2), 180–193. https://doi.org/10.1080/1359866X.2016.1201043.
Hsieh, H.-F., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
Le Cornu, R. (2015). Key components of effective professional experience in initial teacher education in Australia. A paper prepared for the Australian Institute for Teaching and School Leadership, Melbourne.
Lefever-Davis, S., Johnson, C., & Pearman, C. (2007). Two sides of a partnership: Egalitarianism and empowerment in school-university partnerships. The Journal of Educational Research, 100(4), 204–210.
Mason, M. (Ed.). (2008). Complexity theory and the philosophy of education. West Sussex, UK: Wiley Blackwell.
McIntyre, D. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teachers and Teacher Education, 25, 602–608.
Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 16–31). West Sussex, UK: Wiley Blackwell.
Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180–187.
Pullen, D. (2017). What counts? Who is counting? Teacher education improvement and accountability in a data-driven era. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher education policy and practice: Evidence of impact, impact of evidence (pp. 3–16). Singapore: Springer.
Reid, J. A. (2011). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education, 39(4), 293–310.
Teacher Education Ministerial Advisory Group [TEMAG]. (2014). Action now: Classroom ready teachers. Retrieved from https://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group.
Teaching and Learning Research Initiative. (n.d.). Home page http://tlri.org.nz/.
Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral, Seminar series: Vol. 234. Melbourne: Centre for Strategic Education.
UNESCO. (2014). Teaching and learning: Achieving quality for all, EFA Global Monitoring Report. Paris, France: UNESCO Publishing.
University of Auckland, Faculty of Education and Social Work. (2017). Master of teaching EDPROF 758: Inquiring into practice. Auckland, NZ: Author.
Waks, L. (2011). Teacher education programs as complex organizations. Emerging Changes in Teacher Education, 8(1), 65–69.
Wertsch, J., Del Rio, P., & Alvarez, A. (Eds.). (1995). Sociocultural studies of the mind. Cambridge, UK: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ell, F., Grudnoff, L., Haigh, M., Hill, M.F. (2018). Partnering with Schools Beyond Professional Experience: Building Equity-Centred ITE Programme Alignment and Coherence. In: Heck, D., Ambrosetti, A. (eds) Teacher Education In and For Uncertain Times. Springer, Singapore. https://doi.org/10.1007/978-981-10-8648-9_9
Download citation
DOI: https://doi.org/10.1007/978-981-10-8648-9_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-8647-2
Online ISBN: 978-981-10-8648-9
eBook Packages: EducationEducation (R0)