Partnerships in Teacher Education: A Multicase Investigation of the University-School Divide

• In Event: AERA Roundtable Sesion 4
  In Roundtable Session: Educational Change in Schools and Teacher Education

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 three teacher education programs, each representing a positive exemplar of a class of similar programs offered across the US. The multicase study draws on third-generation activity theory and activity system analysis as frameworks for examining the partnerships culturally, historically, and institutionally. Findings reveal tensions and multilevel contradictions between activity systems afforded and constrained partnership development.

Author

• Boris Krichevsky, University of Washington - Seattle