The Complementary School-University Partnership through the Lens of a Learning Community

Authors : Judit ORGOVÁNYİ-GAJDOS, İda ZAGYVÁNÉ-SZŰCS

Pages : 107-124

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Publication Date : 2020-04-30

Article Type : Research Paper

Abstract :The paper includes the results of a descriptive case-study in which a university-based Hungar- ian practice school is compared to the model of Professional Development School. Data sourc- es include school teachers insert ignore into journalissuearticles values(N=102);, university educators of subject methodology insert ignore into journalissuearticles values(N=20); and pre-service teachers doing their group practice at the university’s practice school insert ignore into journalissuearticles values(N=22);. The data were collected via a set of questionnaires and analyzed with descriptive and mathemati- cal statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any par- ties’ beliefs. The main goal of the school practice is to improve candidates’ individual skills, but those of enhancing collaboration are not developed adequately. Furthermore, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process.
Keywords : teacher education, university school relationship, school practice, professional development school