Towards Teaching in Partnership: lessons still to be learned

Abstract

This article seeks to analyse current dilemmas in responding to calls to narrow “the gap’ between academic and school culture in the area of preservice teacher preparation. It critiques traditional practices and current policies which focus on the narrowly vocational at the expense of the contextual. Further, it acknowledges the problems in the teaching of theory as it has been traditionally undertood. Finally, it assesses the benefits for teachers and academics of forms of pedagogical partnership and the likelihood of progress in this area, and suggests that a number of fundamental changes need to be made in academic culture for genuine partnerships to become a reality.