Enacting Theory-Practice Pedagogies: Thresholds of Transition From People and Partners to Program and Partnerships

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Networks and Collaboration Within Self-Study (Table 6)

Abstract

As teacher educators, we are interested in threshold opportunities that exist within the matrix of relationships, practices, and theories, or what we are calling the hybrid space of school and university communities. Our self-study research investigates thresholds of transition from people and partners to program and partnerships as we enact theory-practice pedagogies. Drawing on our professional learning throughout the past decade, we implemented a Professional Development School model in 2020. The context of the model is an integrated, school-based, professionally-oriented final semester within a four-year teacher education program. We identified programmatic theory-practice pedagogies of in-school seminars, an extended and integrated clinical practicum in the final semester of a four-year teacher education program, and faculty supervision of practicum as threshold opportunities.

Authors

• Kevin O'Connor, Mount Royal University
  Presenting Author

• Gladys Sterenberg
  Non-Presenting Author