What is it about?
This article maps research on partnership in teacher education, finds an obvious need for innovative thinking in teacher education partnerships and suggests improvements. Partnerships are described as cross-institutional infrastructures for knowledge sharing, with the ambition to enhance the practice-relevance of teacher education, bridge theory and practice and support mentoring and professional learning. How well partnerships function depends on how they are structured, responsibilities defined and work divided. The article finds tensions at all levels, and argue for competent academic leadership in the establishment, running and renewal of partnerships.
Featured Image
Why is it important?
This systematic mapping of recent research on partnerships in teacher education give an overview of themes that are Central to this Research Field. It is relevant both for researchers and practitioners
Perspectives
This article finds that some models frequently used in teacher education are not as productive as intended or assumed. In the conclusion, it is agued that some students experience deep internal conflicts within the teaching profession.
Professor Sølvi Lillejord
The Norwegian Knowledge Centre for Education
Read the Original
This page is a summary of: Partnership in teacher education – a research mapping, European Journal of Teacher Education, October 2016, Taylor & Francis,
DOI: 10.1080/02619768.2016.1252911.
You can read the full text:
Contributors
The following have contributed to this page
