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Competing views of teaching in a school–university partnership
ARTICLE

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TATE Volume 25, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration.

Citation

Bartholomew, S.S. & Sandholtz, J.H. (2009). Competing views of teaching in a school–university partnership. Teaching and Teacher Education: An International Journal of Research and Studies, 25(1), 155-165. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.07.001

Keywords