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dc.contributor.authorWhite, Elizabeth
dc.contributor.authorTimmermans, Miranda
dc.contributor.authorDickerson, Claire
dc.date.accessioned2020-08-20T00:05:20Z
dc.date.available2020-08-20T00:05:20Z
dc.date.issued2020-08-11
dc.identifier.citationWhite , E , Timmermans , M & Dickerson , C 2020 , ' Learning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnership ' , European Journal of Teacher Education , vol. 2020 , 1803272 . https://doi.org/10.1080/02619768.2020.1803272
dc.identifier.issn0261-9768
dc.identifier.otherPURE: 17738079
dc.identifier.otherPURE UUID: e545d4f3-5e0b-4de7-9b9a-fba6723c07df
dc.identifier.otherORCID: /0000-0001-5090-1729/work/79184497
dc.identifier.otherScopus: 85089458695
dc.identifier.urihttp://hdl.handle.net/2299/23065
dc.description© 2020 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 11 Aug 2020, available online: https://doi.org/10.1080/02619768.2020.1803272.
dc.description.abstractOver the last decade, in both the Netherlands and England, national policy-driven changes have increased schools' responsibility in initial teacher education. This research gathered teacher educators' stories of challenges experienced ‘on the ground’ in these school–university partnerships. The aim was to explore the reality of working within school-based teacher education partnerships  rather than a comparative study between the two countries. Challenges were identified in guiding and assessing student-teachers; professionalism and well-being of student-teachers and teacher educators; collaborative working and quality assurance. The stories revealed complexities of working across institutional borders with multiple stakeholders. Many teacher educators sought their own solution rather than discussing the challenges with others in the partnership. Resolution was sometimes beyond their control and needed to be dealt with on a different partnership  level. The stories provide authentic teacher educator voices for use as a professional learning tool in developing collaborative practices in initial teacher education partnerships.en
dc.language.isoeng
dc.relation.ispartofEuropean Journal of Teacher Education
dc.subjectSchool-based teacher educator
dc.subjectinstitute-based teacher educator
dc.subjectprofessional learning
dc.subjectschool-university partnership
dc.subjectEducation
dc.titleLearning from Professional Challenges Identified by School and Institute-based Teacher Educators within the Context of School-University Partnershipen
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.date.embargoedUntil2022-02-11
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85089458695&partnerID=8YFLogxK
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/02619768.2020.1803272
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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