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Teacher Socialization: Opportunities for University-School Partnerships to Improve Professional Cultures

Teacher Socialization: Opportunities for University-School Partnerships to Improve Professional... Secondary school organizational structures often result in a marked lack of opportunity for university faculty, teachers and teacher interns to collaborate and engage in sustained discussions about teaching and curriculum. Emerging partnership efforts between schools and teacher preparation programs have encouraged more frequent and intense involvement of undergraduate education students with schools, classrooms and teachers. This article describes the results of research related to a partnership project that linked a teacher preparation program with two high schools. Data are presented that indicate interns benefit by an increased understanding of the realities of classroom dynamics and development of instructional skills. Partnership teachers contributed to the professional development of interns and reported renewed enthusiasm for teaching. With the emergence of institutionally supported professional partnerships, teacher education programs and K-12 schools have an opportunity to unite efforts to improve the quality of education for students in both educational contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Teacher Socialization: Opportunities for University-School Partnerships to Improve Professional Cultures

Johnston, Bill
The High School Journal , Volume 85 (4) – Jan 4, 2002
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Publisher
University of North Carolina Press
Copyright
Copyright © 2002 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Secondary school organizational structures often result in a marked lack of opportunity for university faculty, teachers and teacher interns to collaborate and engage in sustained discussions about teaching and curriculum. Emerging partnership efforts between schools and teacher preparation programs have encouraged more frequent and intense involvement of undergraduate education students with schools, classrooms and teachers. This article describes the results of research related to a partnership project that linked a teacher preparation program with two high schools. Data are presented that indicate interns benefit by an increased understanding of the realities of classroom dynamics and development of instructional skills. Partnership teachers contributed to the professional development of interns and reported renewed enthusiasm for teaching. With the emergence of institutionally supported professional partnerships, teacher education programs and K-12 schools have an opportunity to unite efforts to improve the quality of education for students in both educational contexts.

Journal

The High School Journal – University of North Carolina Press

Published: Jan 4, 2002

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