School-university Partnerships in Teacher Education

Khin Khin Thant Sin

doi:10.52398/gjsd.2021.v1.i1.pp87-98

Abstract

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

Highlights

IntroductionThe demands of society on education are increasing gradually around the world during this century
Compared to the past, the demands of society on education are increasing gradually around the world during this century
The need to update professional knowledge has become a major theme in many areas, including teaching, teacher education and teacher knowledge creation (Hargreaves, 1999)

Summary

Introduction

The demands of society on education are increasing gradually around the world during this century. According to Hargreaves (1999), the expectation of politicians, parents and employers on the achievements of students have been rising and this leads to new needs for professional knowledge creation in education. The need to update professional knowledge has become a major theme in many areas, including teaching, teacher education and teacher knowledge creation (Hargreaves, 1999). Where there is a need for professional knowledge, there is a call for collaboration. In the area of teacher education where there is a need to strengthen the connection between research, innovation and practice, collaboration cannot be neglected (Halasz, 2016). As a tool to connect these three poles, teacher collaboration has become the keystone of educational architecture and policy making in today’s education systems (McLaughlin, 2008)

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Results

Discussion

Conclusion