University-school partnerships in English pre-service teacher education: A dialogic inquiry into a co-teaching initiative

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    Abstract

    Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.

    Original languageEnglish
    Pages (from-to)266-284
    Number of pages19
    JournalChanging English
    Volume24
    Issue number3
    DOIs
    Publication statusPublished - 5 Dec 2017

    Keywords

    • co-teaching
    • English teacher education
    • school–university partnerships
    • standards-based reforms

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