Creating expansive learning opportunities in schools:: The role of school leaders in initial teacher education partnerships

Alaster Scott Douglas

doi:10.1080/02619768.2011.633994

Creating expansive learning opportunities in schools: The role of school leaders in initial teacher education partnerships

Alaster Scott Douglas

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity.

Original language	English
Pages (from-to)	3-15
Journal	EUROPEAN JOURNAL OF TEACHER EDUCATION
Volume	35
Issue number	1
DOIs	https://doi.org/10.1080/02619768.2011.633994
Publication status	Published - 2012

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10.1080/02619768.2011.633994

http://dx.doi.org/10.1080/02619768.2011.633994

Cite this

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abstract = "This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity.",

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