ERIC Number: EJ917609
Record Type: Journal
Publication Date: 2010
Reference Count: 4
Living an Inquiry Stance toward Teaching in School-University Partnerships
Snow-Gerono, Jennifer L.
Teacher Education and Practice, v23 n3 p331-334 Sum 2010
The nature of partnerships and the integration of theory and practice in professional positioning is so complex that there are undoubtedly promises, potentials, and problematics. To live within this complexity, embrace tensions and challenges, and sustain this important work, the author views living an inquiry stance toward teaching as the framework--that is, a professional positioning that understands knowledge as being coconstructed and one that values local and global knowledge to inform professional practice. In this article, the author briefly defines and describes such an inquiry stance, then highlights three critical factors in working with promises, potential, and problematics of partnerships: (1) relational experiences; (2) moving beyond the triad; and (3) a shift to uncertainty.
Descriptors: Partnerships in Education, Theory Practice Relationship, Inquiry, Epistemology, Faculty Development, Teacher Educators, Preservice Teachers, Teamwork, Interprofessional Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A