{"title":"University–school collaboration as an arena for community-building in teacher education","authors":"Rachel Jakhelln, May Britt Postholm","doi":"10.1080/00131881.2022.2071750","DOIUrl":null,"url":null,"abstract":"ABSTRACT Background In many settings internationally, initial teacher education (ITE) relies on cooperation between schools and universities. When these institutions collaborate on teacher education, the shared work can form a basis for community building. This article focuses on experiences in Norwegian ITE of the Change Laboratory (CL), a form of participatory data analysis workshop, as an arena for such work, and hence community building, in teacher education. Purpose Contextualised within the framework of cultural historical activity theory (CHAT), the research aimed to understand participants’ experiences of collaboration in CLs, and how the CLs functioned as an arena for community building. We asked: in what way was the work in CLs during the first year of an intervention research project in teacher education experienced as community building? Method The research was conducted within a four-year teacher education research and development project involving two ITE institutions. We carried out focus group interviews with three groups engaged together in shared work: teacher educators in university (n = 10), teacher educators in school (n = 5), and student teachers (n = 20). Data were analysed qualitatively. Findings During the project, all participants gradually felt that they had a voice and were listened to. Their mutual engagement on the project work, and the use of CHAT also brought them together. Overall, the findings were encouraging and suggested that a focus on community building in CLs in the start-up phase of a project can lay the foundation for collaboration between teacher education and schools, contributing to the co-construction of knowledge, and to learning and development. However, the challenge of disseminating the work to colleagues in universities and schools was perceived as a hindrance. Conclusions The development and sustaining of collaboration in teacher education is an important goal, ultimately benefitting the entire learning community. Crossing boundaries can lead to joint learning, as in this project, and to further development and learning in teacher education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00131881.2022.2071750","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT Background In many settings internationally, initial teacher education (ITE) relies on cooperation between schools and universities. When these institutions collaborate on teacher education, the shared work can form a basis for community building. This article focuses on experiences in Norwegian ITE of the Change Laboratory (CL), a form of participatory data analysis workshop, as an arena for such work, and hence community building, in teacher education. Purpose Contextualised within the framework of cultural historical activity theory (CHAT), the research aimed to understand participants’ experiences of collaboration in CLs, and how the CLs functioned as an arena for community building. We asked: in what way was the work in CLs during the first year of an intervention research project in teacher education experienced as community building? Method The research was conducted within a four-year teacher education research and development project involving two ITE institutions. We carried out focus group interviews with three groups engaged together in shared work: teacher educators in university (n = 10), teacher educators in school (n = 5), and student teachers (n = 20). Data were analysed qualitatively. Findings During the project, all participants gradually felt that they had a voice and were listened to. Their mutual engagement on the project work, and the use of CHAT also brought them together. Overall, the findings were encouraging and suggested that a focus on community building in CLs in the start-up phase of a project can lay the foundation for collaboration between teacher education and schools, contributing to the co-construction of knowledge, and to learning and development. However, the challenge of disseminating the work to colleagues in universities and schools was perceived as a hindrance. Conclusions The development and sustaining of collaboration in teacher education is an important goal, ultimately benefitting the entire learning community. Crossing boundaries can lead to joint learning, as in this project, and to further development and learning in teacher education.
摘要背景在国际上许多情况下,初级教师教育依赖于学校和大学之间的合作。当这些机构在教师教育方面进行合作时,共同的工作可以成为社区建设的基础。本文重点介绍了挪威ITE of the Change Laboratory(CL)的经验,这是一种参与式数据分析研讨会,是教师教育中开展此类工作以及社区建设的场所。目的在文化历史活动理论(CHAT)的框架内,本研究旨在了解参与者在CLs中的合作体验,以及CLs如何作为社区建设的舞台发挥作用。我们问:在教师教育干预研究项目的第一年,CL的工作是如何作为社区建设进行的?方法本研究是在为期四年的教师教育研究与发展项目中进行的,涉及两个ITE机构。我们对三个共同参与共同工作的群体进行了焦点小组访谈:大学的教师教育工作者(n=10)、学校的教师教育者(n=5)和学生教师(n=20)。对数据进行了定性分析。研究结果在项目过程中,所有参与者都逐渐觉得自己有发言权,被倾听了。他们在项目工作中的相互参与以及CHAT的使用也让他们走到了一起。总的来说,研究结果令人鼓舞,并表明在项目启动阶段关注CL的社区建设可以为教师教育和学校之间的合作奠定基础,有助于知识的共建以及学习和发展。然而,向大学和学校的同事传播这项工作的挑战被认为是一个障碍。结论发展和维持教师教育合作是一个重要目标,最终造福于整个学习社区。如本项目所述,跨越边界可以导致共同学习,并在教师教育中进一步发展和学习。
期刊介绍:
Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.