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ERIC Number: EJ1218212
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1916-0666
In Situ Hybrid Spaces as Generative Sites for Teacher Preparation
Schnellert, Leyton; Kozak, Donna
McGill Journal of Education, v54 n1 p1-23 2019
In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken up to understand and enhance this in situ teacher education approach. Four themes were derived through qualitative analysis: 1) theory/practice connections in situ; 2) diverse learners and the need for responsivity in teaching; 3) in situ learning through collaboration; and 4) benefits and tensions at the school and program level. Findings suggest that school/university in situ teacher education partnerships can provide rich contextual and situational learning that disrupt normative conceptions of teaching, learning and literacy.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada