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- W3149228748 abstract "Current international policy documents on teacher education are peppered with the word partnership and there seems to be an assumption that there is a common agreement regarding understandings of ‘partnership’. Traditionally the university has been the decisive voice in educational partnerships which has often led to a power differential as well as a failure to fully maximise the potential of the partnership. Based on interviews with school leaders [n = 10], student teachers [n = 10], co-operating teachers [n = 10] and university tutors [n = 10] associated with an initial teacher education (ITE) programme in a university in the Republic of Ireland, this article provides a synthesis of this range of stakeholders’ views on how school-university partnerships can be optimised. The major themes that emerged from the research data included: (1) misconceptions about degrees of partnership in ITE and of roles therein; (2) the key role of the co-operating teacher and ‘close-to-practice’ research in fostering a ‘third-space’ in ITE and (3) a sense of malaise in relation to levels of pressure, change over-load and lack of adequate resources." @default.
- W3149228748 created "2021-04-13" @default.
- W3149228748 creator A5059815344 @default.
- W3149228748 date "2021-03-29" @default.
- W3149228748 modified "2023-10-16" @default.
- W3149228748 title "The School–University Nexus and Degrees of Partnership in Initial Teacher Education" @default.
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- W3149228748 doi "https://doi.org/10.1080/03323315.2021.1899031" @default.
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