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ERIC Number: EJ917606
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-0890-6459
Hybrid Roles, Growing Gaps, New Organizations, and Teacher Assessment: The Promises, Potentials, and Problematics of University Partnerships for Preparing Teachers
Zenkov, Kristien
Teacher Education and Practice, v23 n3 p317-320 Sum 2010
The author's work as a university faculty member and partner with local school districts remains rooted in the ideals of the Holmes Partnership and its foundational professional development school efforts begun in the 1980s. She is fortunate to have lived several classroom teacher and university professor lives--involved with nascent and established school-university partnerships as a teacher, graduate student, new professor, and, now, veteran university faculty member. While she feels fortunate as a university professor to be able to prioritize these boundary-spanning roles, she is conscious of the tensions that she must navigate. She is more aware than ever of the promises, problematics, and potentials of these partnerships--particularly as they focused on preparing teachers for the challenges of teaching in today's schools. These pledges, challenges, and possibilities relate to (1) the promises of a "real world" orientation and of hybrid roles that formally honor both school- and university-based teacher educators; (2) the difficulty imposed by the increasing gaps between school and university realities; and (3) the potential represented by new organizations and new policy trends.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A