School-University partnership in teacher education: the role of collaboration in constructing teacher identity during practicum
Loading...
Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Chilean teacher education programs are typically conducted separately for in-service and pre-service teachers. Integrating these stages could create formative connections that enhance teachers’ abilities to address challenges, such as educational reforms. School-university partnerships can help bridge the gap between pre-service education at universities and actual teaching practice. In a professional development program, pre-service teachers' (PSTs) work was examined during a one-semester teaching practicum while they collaborated with cooperating teachers and university professors. Four PSTs collectively analyzed teaching practices to unravel the design and implementation of teaching and were interviewed twice with a semi-structured protocol and photolanguage methodology. Using three frameworks to explore teacher identity in their discourse and thematic analysis, data shows a shift in pre-service teachers’ identity, facilitated by their involvement in a community of practice comprising members with varying levels of experience. This collaborative analysis of teaching practices transformed their teacher identity from students to teachers.
Description
Keywords
Pre-service teacher education, Professional development, School-University partnership, Identity change