‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

ABSTRACT

Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes.

KEYWORDS:

• Teacher education
• academia
• field
• loosely coupled
• pre-service teachers
• teacher educators

Acknowledgements

This work was supported by the Mofet Institute, Israel.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the MOFET Institute.