Re-envisaging and reinvigorating school–university practicum partnerships

ABSTRACT

The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development.

KEYWORDS:

• Practicum
• school-university partnership
• third-space
• initial teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lexie Grudnoff

Lexie’s research is related to teacher professional learning and practice for equity. She supervises postgraduate students in areas connected to initial teacher education and early career teaching.

Mavis Haigh

Mavis supervises doctoral students and also researches in the areas of rethinking initial teacher education for equity, science education, and the work of teacher education.

Vivienne Mackisack

Vivienne is Director of Primary Programmes. She researches in the area of initial teacher education, particularly ways student teacher learning is supported during practicum.