Reimagining a School – University Partnership
The Development of the Oxford Education Deanery Narrative
Bibliographic Data
| ID | 12998792 |
|---|---|
| Authors | Nigel Fancourt (0000-0002-0822-6157, University of Oxford, corresponding author), A Edwards (0000-0002-4608-716X, University of Oxford), Ian Menter (0000-0001-6283-7496, University of Oxford) |
| Year | 2015 |
| Volume | 6 |
| Issue | 3 |
| Publication date | 2015-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 2000-4508 • E-ISSN: 2000-4508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3402/edui.v6.27724 |
| OpenAlex | W1657421941 |
| Language | EN |
| Citations received | 2 |
| References cited | 30 |
We trace the recent development of the Oxford Education Deanery as an expansion of an initial teacher education partnership to include wider school-university collaboration in professional development, and in research. The current policy pressures in England are described on both school-university partnerships for initial teacher education, and on schools and universities generally. Then, using cultural historical theory, we show the recent development of a complex alliance through shared understandings of motives, which created common knowledge expressed within a common narrative. We argue that such re-imagined school-university partnerships offer an optimistic future for teacher education
Alliance · General partnership · Narrative · Narrative inquiry · Pedagogy · Political science · Professional development · Sociology · Teacher education · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies
Being an Expert Professional Practitioner
Narrative Methods for Organizational & Communication Research
Actual Minds, Possible Worlds
Voices of Collective Remembering
Building common knowledge at the boundaries between professional practices
The role of common knowledge in achieving collaboration across practices
Handbook of Narrative Inquiry
A Grammar of Motives
Educational renewal in an alternative teacher education program
Learning as boundary-crossing in school–university partnership
The spectrum of school–university partnerships
The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward
Teacher talk
Working in boundary practices
Re-conceptualizing partnerships across the teacher education continuum
Competing views of teaching in a school–university partnership
Discourses of inclusion in initial teacher education
Creating a “third space” in student teaching
Teacher Education in Transition
Inter‐professional work and expertise
Tensions in Learning to Teach
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2022 (2) |
| Highly cited | No |