Abstract
We sought to understand the experiences of inservice teachers in teacher education/school district partnerships. Classroom teachers collaborated with teacher candidates to explore literacy practices in situ. We employed case study methodology collecting data through interviews and field notes. Teachers described: how a supportive community helped them take risks in their practice; (re)conceptualizing their practice through in situ co-planning, co-teaching, and co-reflecting; growing in their confidence as mentors and learners; witnessing equity-oriented pedagogy in action; and navigating tensions which offered opportunities for professional growth. This study highlights the potential of such initiatives for teachers’ professional learning, practice change, and praxis.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.