Partnerships in Tension: An Activity Theory Analysis of the University-School Relationship in Teacher Education

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Cultural Historical Activity Theory Research on Partnerships and Collaboration as Culturally and Historically Situated Systems for Professional Learning

Abstract

Partnerships between teacher education programs and K-12 schools have a presumed shared objective of producing quality teachers. However, for decades the weakness of communicative and collaborative links between the university and the school system has been one of the most significant barriers to effective preparation of new teachers identified by researchers (see Goodlad, Sirotnik & Soder, 1990), policy makers, and teacher candidates themselves. This study draws on cultural-historical activity theory as a systems-oriented methodology for investigating the organizational contexts of the university-school relationship. University-school partnerships in three models of teacher education programs are presented using a comparative multicase study design. Findings reveal the influences organizational structures have on partnerships, and illuminate the role of tensions and contradictions in teacher preparation.

Author

• Boris Krichevsky, University of Washington - Seattle