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ERIC Number: EJ917607
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0890-6459
Teacher Quality, Job-Embedded Professional Development, and School-University Partnerships
Dana, Nancy Fichtman
Teacher Education and Practice, v23 n3 p321-325 Sum 2010
There are few conversations about teaching these days that do not include talk about teacher quality. Yet, within the conversations about improving teacher quality, the dialogue is often political--consumed with one-dimensional solutions for improving teacher quality, such as linking teacher pay to student performance. Absent from the pervasive political conversations about improving teacher quality across the country is dialogue that focuses on what it would take to improve teacher learning. Clearly, there is a direct relationship between improving the quality of a teacher's work within the classroom and the teacher's capacity to learn, change, and grow in his or her instructional practices. Teacher quality is unleashed when teachers' basic work is "renormed around identifying, striving to solve, and continually revisiting critical problems." This is where school-university partnerships of the 21st century can play a crucial role. As partners, those who have historically been responsible for the initial preparation of teachers (the universities) and those who have historically been responsible for the continuing professional development of teachers (schools) can work together to create a synergistic relationship where career-long professional learning is job embedded for prospective teachers and practicing teachers. "Job-embedded learning" means that the learning of teachers (preservice and in-service) is situated in educational contexts with actual children, actual curriculum, and actual problems of practice. Schools and universities can partner to make job-embedded learning a reality for prospective and practicing teachers alike. Universities can offer schools the tools and personnel to help facilitate job-embedded learning in schools. Schools can offer the university the rich, ripe context for teacher learning to occur. Utilizing job-embedded learning as a framework, schools and university can simultaneously reform the teaching profession and teacher education for the 21st century.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A