Abstract
It is argued that a learning environment underpinned by a strengths-based
collaborative approach between universities and schools offers extended pre-service
teacher learning opportunities and subsequently enhanced preparation. The term
hybrid space describes the ideal environment of shared partnership where knowledge
is jointly created, and consequently, as too is collaborative egalitarianism between
stakeholders. This study investigates a possible hybrid space course within
Physical Education Teacher Education (PETE) in the UK. While much literature discusses
the advantages of the hybrid space ideal across education disciplines, high-quality
research into PETE hybrid spaces is limited, if not non-existent. Hence, the particular
course was chosen for data collection as it advocates intricate connections with
schools in the local community. Furthermore, the course was awarded Outstanding
by the national regulatory authority, England and Wales Office for Standards in
Education (Ofsted), one of the major reasons explicitly stated was for its community
connections. A qualitative, interpretive study using a case study methodology was adopted
to examine the successful primary PETE course. The findings offer insights into
the ideal of hybrid spaces in PETE, which appear to benefit various stakeholders within
communities. The study is significant as it assists teacher educators from around the
world, challenged to rethink their connections between university courses and school
field experiences through illustrating a highly successful example.
Original language | English |
---|---|
Article number | 1027085 |
Number of pages | 23 |
Journal | Cogent Education |
Volume | 2 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2015 |