Inservice teachers’ experiences within a university/school district teacher education partnership: Collaborative inquiry, generative tensions, and emergent praxis

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.