‘Not fully coordinated’

The loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

Datos Bibliográficos

ID21494463
AutoresYael Grinshtain (0000-0003-1205-0083, Education, Tel-Hai College Faculty Social Sciences and Humanities, Kiryat Shemona, Israel, autor de correspondencia), Orit Avidov‐Ungar (0000-0002-0928-9280, Education, Achva Academic College, Shikmim, Israel), Haim Shaked (0000-0002-3998-7696, Education, Hemdat Hadarom College of Education, Netivot, Israel), Idit Livneh (Education, The Academic College Levinsky-Wingate, Netanya, Israel), Daniel Nikritin (Education, Hemdat Hadarom Academic College of Education, Netivot, Israel)
Año2024
Volumen50
Número4
Páginas707-724
Fecha de publicación2024-08-07
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Identificadores de la revistaISSN: 0260-7476 • E-ISSN: 1360-0540
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2023.2299440
OpenAlexW4390338909
IdiomaEN
Referencias citadas38

Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes

Bureaucracy · General partnership · Mathematics education · Pedagogy · Political science · Politics · Practicum · Pre-service teacher education · Qualitative research · Social science · Sociology · Teacher education · Thematic analysis · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies