References

• Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Berry, A. (2007). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–134.
   Google Scholar
• Bloomfield, D., & Nguyen, H.T. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 23–44.
   Web of Science ®Google Scholar
• Cheng, M.H. (2005). Understanding teacher professional development during the field experience period using a sociocultural view of learning. Teacher Development, 9(3), 347–367.
   Google Scholar
• Ciuffetelli Parker, D., & Volante, L. (2009). Responding to the challenges posed by summative teacher candidate evaluation: A collaborative self-study of practicum supervision by faculty. Studying Teacher Education, 5(1), 33–44.
   Google Scholar
• Clark, R.W. (1999). School-university partnerships and professional development schools. Peabody Journal of Education, 74(3&4), 164–177.
   Google Scholar
• Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.
   Web of Science ®Google Scholar
• Corbin, J.H., Chu, M., Carney, J., Donnelly, S., & Clancy, A. (2017). Understanding collaboration: A formative process evaluation of a state-funded school-university partnership. School-University Partnerships, 10(1), 35–45.
   Google Scholar
• Costa, A.L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.
   Web of Science ®Google Scholar
• Council for the Accreditation of Educator Preparation. (2013). CAEP accreditation standards and evidence: Aspirations for educator performance. Retrieved from http://caepnet.org/~/media/Files/caep/standards/commrpt.pdf?la=en
   Google Scholar
• Cuenca, A. (2010). In loco paedogogus: The pedagogy of a novice university supervisor. Studying Teacher Education, 6(1), 29–43.
   Google Scholar
• Dinkelman, T. (2011). Forming a teacher educator identity: Uncertain standards, practice and relationships. Journal of Education for Teaching, 37(3), 309–323.
   Web of Science ®Google Scholar
• Edwards, G., Tsui, A.B.M., & Stimpson, P. (2009). Contexts for learning in school-university partnership. In A.M.B. Tsui, G. Edwards, & F. Lopez-Real (Eds.), Learning in school-university partnerships: Sociocultural perspectives (pp. 3–24). New York, NY: Routledge.
   Google Scholar
• Erickson, L.B., & Young, J.R. (2011). Toward transparency: Competing discourses of teacher educators and teachers. Studying Teacher Education, 7(1), 93–104.
   Google Scholar
• Fullan, M., Galluzo, G., Morris, P., & Watson, N. (1998). The rise and fall of teacher education reform. Washington, DC: AACTE Publications.
   Google Scholar
• Garbett, D., & Heap, R. (2011). Making practice visible: A collaborative self-study of tiered teaching in teacher education. Studying Teacher Education, 7(3), 235–248.
   Google Scholar
• Goodlad, J.I. (1994). Educational renewal: Better teachers, better schools. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Grierson, A.L., & Woloshyn, V.E. (2013). Walking the talk: Supporting teachers’ growth with differentiated professional learning. Professional Development in Education, 39(3), 401–419.
   Google Scholar
• Ikpeze, C.H., Broikou, K.A., Hildenbrand, S., & Gladston-Brown, W. (2012). PDS collaboration as third space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education, 8(3), 275–288.
   Google Scholar
• Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• LaBoskey, V.K. (2004). The methodology of self-study and its theoretical underpinnings. In J.J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching practices (pp. 817–869). Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Lave, J. (1991). Situating learning in communities of practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association.
   Google Scholar
• Loughran, J.J. (2004). A history and context of self-study of teaching and teacher education practices. In J.J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7–39). Dordrecht, The Netherlands: Kluwer.
   Google Scholar
• Loughran, J.J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12–20.
   Web of Science ®Google Scholar
• Martin, S.D., Snow, J.L., & Franklin Torrez, C.A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311.
   Web of Science ®Google Scholar
• Maynard, T. (2000). Learning to teach or learning to manage mentors? Experiences of school-based teacher training. Mentoring and Tutoring, 8(1), 17–30.
   Google Scholar
• Maynard, T. (2001). The student teacher and the school community of practice: A consideration of “learning as participation.”. Cambridge Journal of Education, 31(1), 39–52.
   Google Scholar
• McDonough, S. (2014). Rewriting the script of mentoring pre-service teachers in third space: Exploring tensions of loyalty, obligation and advocacy. Studying Teacher Education, 10(3), 210–221.
   Google Scholar
• McDonough, S., & Brandenburg, R. (2012). Examining assumptions about teacher educator identities through self-study of mentor roles. Studying Teacher Education, 8(2), 169–182.
   Google Scholar
• McGregor, J. (2003). Collaboration in communities of practice. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenging the conventions (pp. 113–130). London: Sage.
   Google Scholar
• Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Perry, C., & Power, B.M. (2004). Finding the truths in teacher preparation field experiences. Teacher Education Quarterly, 31(2), 125–136.
   Google Scholar
• Samaras, A.P., & Freese, A.R. (2009). Looking back and looking forward: An historical overview of the self-study school. In C.A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3–19). Rotterdam, The Netherlands: Sense.
   Google Scholar
• Slick, S.K. (1998). A university supervisor negotiates territory and status. Journal of Teacher Education, 49(4), 306–315.
   Web of Science ®Google Scholar
• Snyder, W.M., & Briggs, X.D. (2003). Understanding communities of practice. In Communities of practice: A new tool for government managers, IBM Center for the Business of Government Collaboration Series. Retrieved from http://www.businessofgovernment.org/sites/default/files/Communities%20of%20Practices.odf_.pdf
   Google Scholar
• Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31(2), 7–24.
   Google Scholar
• Swaffield, S. (2004). Critical friends: Supporting leadership, improving learning. Improving Schools, 7(3), 267–278.
   Google Scholar
• Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Trout, M. (2008). The supervision dance: Learning to lead and follow a student teacher. The New Educator, 4(3), 252–265.
   Google Scholar
• U.S. Department of Education. (2017). Institute of Education Sciences, National Center for Education Statistics. Retrieved from https://nces.ed.gov/
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press.
   Google Scholar
• Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.
   Web of Science ®Google Scholar
• Wenger, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. Retrieved from http://wenger-trayner.com/introductions-to-communities-of-practice/
   Google Scholar
• Yamagata-Lynch, L.C., & Smaldino, S. (2007). Using activity theory to evaluate and improve K-12 school and university partnerships. In L. Moller, J.B. Huett, & D.M. Harvey (Eds.), Learning and instructional technologies for the 21st century: Visions of the future (pp. 175–204). New York, NY: Springer.
   Google Scholar