THE UNIVERSITY OF MELBOURNE TRANSFORMING UNIVERSITY PROGRAMS Critical Path Planning Discussion with

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Melbourne Graduate School of Education
Partnerships in teacher education Associate
Professor Christine Ure Associate Dean Teacher
Education
CRICOS Provider code 00116K
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Partnerships in Teacher Education
Tales from two .projects on partnerships in
teacher education
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Partnerships in Teacher Education
A tale of two projects.

• Project 2
• New Master of Teaching
• Clinically applied practice
• Theory linked to practice
• New staffing model to support teacher candidates
• Advanced practice on 14 measures
• after 1-semester

• Project 1
• Practicum Partnership Project
• 10 graduate (Sec) programs
• Student teacher interviews
• Supervising teacher interviews following
  placement
• Single approach to placement supervision

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Partnerships in Teacher Education
Teacher candidates learning experience

• OPEN LEARNING ENVIRONMENT
• Supported action, able to safely test boundaries
• We are ..conscious of our students and their
  needs .. it is a priority in our planning and
  general thinking
• Teachers as role models
• Strength of the program is commitment of
  teachers in schools
• Targeted feedback support feedback
• this course has made us analytical teachers..we
  use information to plan..

• PRE-OGANISED LEARNING ENVIRONMENT
• Reluctance to test any boundaries
• Youre not able to use youre own teaching
  style
• Teachers as regulators
• we had to teach the way our supervisors did
• Lack of targeted feedback
• my mentor was reluctant to let me use the
  strategies that I learnt at uni

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Partnerships in Teacher Education
Learning outcomes

• CLINICAL MODEL
• Leading changed practice
• by teachers
• with candidates

• APPRENTCESHIP MODEL
• Replication of past practice
• - by teachers
• - with candidates

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Partnerships in Teacher Education

• EFFECTIVE PARTNERSHIPS.
• are built through deliberate processes
• ENHANCED STUDENT TEACHER LEARNING.
• ..occurs when candidates are deeply engaged in
  the work of the school and are given support to
  apply Education theory to their practice
• TEACHER EDUCATION IS A COLLABORATIVE PROCESS..
• .and Teacher education institutions cannot
  afford to leave the major responsibility of
  supporting student teachers to schools
• UNIVERSITY PARTNERSHIP WITH GOVERNMENT SUPPORT
  HAS THE CAPACITY TO CHANGE TEACHER EDUCATION AND
  TEACHER PRACTICE