| Title: |
Partnerships in Pedagogy: Refocusing of Classroom Lenses |
| Language: |
English |
| Authors: |
Spendlove, David; Howes, Andrew; Wake, Geoffrey |
| Source: |
European Journal of Teacher Education. Feb 2010 33(1):65-77. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2010 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education |
| Descriptors: |
Foreign Countries; Teachers; Educational Experience; Trainees; Pragmatics; Teaching Methods; Teacher Education; Models; Partnerships in Education; Colleges; Higher Education; Mentors; Reflection; Pedagogical Content Knowledge; Case Studies; Tutors |
| Geographic Terms: |
United Kingdom (England) |
| DOI: |
10.1080/02619760903414116 |
| ISSN: |
0261-9768 |
| Abstract: |
Current models of initial teacher training (ITT) in England include substantial elements of school-based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day-to-day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers' professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small-scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships. (Contains 1 figure and 1 note.) |
| Abstractor: |
As Provided |
| Number of References: |
30 |
| Entry Date: |
2010 |
| Accession Number: |
EJ877210 |
| Database: |
ERIC |