Partnering for Possible Futures: An Analysis of the University-School Relationship in a Teacher Residency Program

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Modeling and Analyzing Teacher Practices and Perspectives in Teacher Education (Table 9)

Abstract

The divide between the university and PK-12 school system remains one of the most significant barriers to effective preparation of new teachers identified by researchers and policy makers. Historical obstacles such as, disconnects between coursework and field work, misalignments between professional knowledge and skilled practice, and competing goals among organizations continue to plague the work of teacher preparation. This paper investigates the university-school relationship in a teacher residency situated at a large west coast university. This study draws on third-generation activity theory and activity system analysis as frameworks for examining the partnership culturally, historically, and institutionally. Findings reveal that tensions and multilevel contradictions between and within activity systems afforded and constrained partnership development.

Author

• Boris Krichevsky, University of Washington
  Presenting Author