(De)valuing partnerships in contemporary teacher education: lessons from four Australian universities
Paper
Paper/Presentation Title | (De)valuing partnerships in contemporary teacher education: lessons from four Australian universities |
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Presentation Type | Paper |
Authors | Parry, Lindsay (Author), Yi, Ren (Author), Harreveld, R. E. (Bobby) (Author) and Danaher, P. A. (Author) |
Editors | Eckersley, Bill, White, Simone and Apsland, Tania |
Journal or Proceedings Title | Proceedings of 2011 Australian Teacher Education Association Conference (2011 ATEA) |
Number of Pages | 8 |
Year | 2011 |
Publisher | Australian Teacher Education Association |
Place of Publication | Melbourne, Australia |
Web Address (URL) of Paper | http://www.atea.edu.au/index.php?option=com_jdownloads&Itemid=132&view=summary&cid=670&catid=89 |
Conference/Event | 2011 Australian Teacher Education Association Conference (2011 ATEA) |
Event Details | 2011 Australian Teacher Education Association Conference (2011 ATEA) Parent Australian Teacher Education Association (ATEA) Conference Delivery In person Event Date 03 to end of 06 Jul 2011 Event Location Melbourne, Australia |
Abstract | To be effective, productive and sustainable, teacher education faculties need to mobilise multiple partnerships involving diverse groups of gatekeepers, participants and stakeholders with separate aspirations. A key element of that mobilization must be identifying ways to fulfill those aspirations as far as possible, thereby valuing members of the partnerships. Yet, given that partners’ interests are often competing, it is difficult to value all partners equally, potentially leading to a devaluing of the partnership and of the teacher education that it is intended to promote. This paper addresses the research question, “Which forms of partnerships add value to and are valued by Australian schools and faculties of teacher education?” The research context is four such schools and faculties, traversing regional Queensland and metropolitan Sydney. The research design draws on a qualitative, inductive, comparative case study method (Lloyd-Jones, 2003) that elicited analytical themes from a common set of questions applied to selected teacher education partnerships in the four institutions. The thematic analysis (Fereday & Muir-Cochrane, 2006) applied to the responses to these questions yielded findings that were consistent with the theoretical framework related to educational partnerships developed by Cardini (2006). In particular, the valuing of partnerships depends on explicit and sustained efforts to value the contributions of individual partners and to render the partnership the sum of all parts, rather than being principally to benefit the host institution. |
Keywords | Australia; partnerships; teacher education; valuing |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390303. Higher education | |
390403. Educational administration, management and leadership | |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | James Cook University |
Macquarie University | |
Central Queensland University | |
Faculty of Education | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q14qq/-de-valuing-partnerships-in-contemporary-teacher-education-lessons-from-four-australian-universities
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