University-School District Collaborative Continuum for Teacher Preparation
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| Title: | University-School District Collaborative Continuum for Teacher Preparation |
|---|---|
| Language: | English |
| Authors: | Joan Ann Swanson (ORCID |
| Source: | School-University Partnerships. 2025 18(1):4-27. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Partnerships in Education, College School Cooperation, Universities, School Districts, Preservice Teacher Education, Preservice Teachers, Field Experience Programs, Self Efficacy, Place Based Education, Sense of Belonging, Teacher Persistence, Teacher Effectiveness, Clinical Experience, Beginning Teacher Induction, Theory Practice Relationship |
| DOI: | 10.1108/SUP-10-2024-0025 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: This case study reports on a university and school district collaboration for the purpose of teacher preparation while also noting the collective benefit for members of the whole community. The study especially examines place-based learning, teacher self-efficacy, third space development, and how to leverage collective resources. The study utilizes a triangulation framework design and has three phases with the purpose of examining the relationship from multiple perspectives and across a span of time. One specific goal is to illuminate the impact of these collaborations upon the school district, community, university and beyond. Design/methodology/approach: This case study employed qualitative methodology utilizing a convergence model of triangulation framework (Creswell & Plano Clark, 2006; Bamberger, 2012), which targeted an analysis of the development of self-efficacy and other related potential outcomes from a collaborative pre-service teacher preparation program pilot between a university and a school district. It includes three phases of students being immersed in a local school district collaboration. Research tools used included a survey provided to all participants, focus group data, and university and course assessment data. Findings: The main study implications for collaborative school and university partnerships were--(1) early and continued field experiences aid in pre-service teachers becoming part of the school community and developing comfort, skills and a sense of belonging, which lead toward greater teacher self-efficacy. (2) A place-based education results as collegiate courses are imbedded within the local school. (3) Such collaboration leads toward a third space, hybrid roles and joint ownership. (4) Additionally, a unique synergized collective impact develops, (5) as collective resources are leveraged, the whole community benefits, (6) and lastly, best practice research-based decision-making springs from ongoing evaluation and reflection. Research limitations/implications: The initial results of the study were promising in terms of the development of teacher self-efficacy and program retention. However, since the study is in the second phase as a pilot of a new collaborative approach to teacher preparation, the results are of a preliminary nature, not having the longitudinal perspective yet. Retention will be a focus in further studies of this collaboration between a university and a school district. Another aspect of this study that merits further study is the sense of belonging that develops in students who participate in fieldwork and in this particular type of collaboration. Practical implications: Practical implications, simply put, are that such collaborations serve to strengthen the teacher workforce and instructional quality. The collaborative process of preparing future teachers' strengthens the collegiate students' experiences, provides opportunities to enrich school student experiences, especially related to opportunities for individualized attention and strengthens the mentoring teachers leadership skills. All combined, it seems this process is aiding in the creation of future teacher pipeline and raising pre-service teachers' self-efficacy, thus likely impacting future retention. Social implications: Collaborative endeavors such as those described in this study have far-reaching impacts upon the society in which they occur. First, it is a place-based experience. The uniqueness and appreciation of the local community and its inhabitants have a celebrated role. Local school leaders feel valued as they contribute to the development of the next generation of teachers while simultaneously strengthening the instruction and attention to their students. Additionally, collective resources benefit all involved. Within a collaboration of this nature a synergized impact results in which the combined effectiveness reaches beyond the sum of each partner's separate effect. Originality/value: Many universities rely on local schools for clinical placements. This study moves beyond surface relationships often found in arranging singular placements to one in which the collaborative, mentoring and resource sharing spans deeply across years and includes shared community investment. Embracing the social cognitive stance of modeling and reinforcing over time is embraced. The fact that university students are immersed in schools for actual collegiate coursework as well as fieldwork and are fostered into a community emphasizing belongingness is significant, resulting in synergized mutual commitment and benefit. As teacher self-efficacy is built through this model, retention is more likely. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497084 |
| Database: | ERIC |
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