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Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator

2013; Taylor & Francis; Volume: 36; Issue: 3 Linguagem: Inglês

10.1080/02619768.2012.755514

1469-5928

Ruth Reynolds, Kate Ferguson‐Patrick, Ann McCormack,

Collaborative Teaching and Inclusion

This paper used the data collected from reflective diaries, semi-structured interviews and surveys to identify and examine common themes identified in the roles required and/or perceived for teacher educators by both teachers and teacher educators. Collaboration, discussion and critique enabled personal reflection as teacher educators worked as partners to schools in a state-sponsored teaching and learning skills project. We have termed the collaboration in such an interactive project as one of 'dancing in the ditches', often requiring both groups to get out of their comfortable spaces and engage with each other in constantly moving situations. The teacher educators were required to be change agents at the interface of theory and practice and their experiences reflected individual journeys, but their reflections have ongoing implications for clarifying and professionalising the role of teacher educators.