Title

Inquiry into partnered student teaching in an urban school-university partnership

Authors

Andrea Stairs-Davenport PhD, University of Southern MaineFollow
Caitlin Corrieri
Lindsay Fryer
Elizabeth Genovese
Ryan Panaro
Christen Sohn

Document Type

Article

Publication Date

Spring 2009

Publication Title

School-University Partnerships

Abstract

School–university partnerships are promising collaborations for better preparing qualified and competent teachers for the realities of today’s diverse American classrooms. Re-search has been conducted on many aspects of partnerships, but few studies have focused on partnered student teaching placements. In this article, a professor and five of her former teacher education students share the outcomes of an inquiry group that they conducted, which focused on analyzing learning opportunities in an urban school–university partnership. As a result of their collaborative research, they describe how partnered field experiences promote student teachers’ learning by providing (1) comfort in a diverse school environment and in the role of teacher, (2) support for planning and delivering effective instruction, and (3) development as reflective practitioners and critical thinkers. This article is unique in that student teachers share their experiences directly with the teacher education community, as coauthors with their university professor.

Recommended Citation

Stairs, A. J., Corrieri, C., Fryer, L., Genovese, E., Panaro, R, & Sohn, C. (2009). Inquiry into partnered student teaching in an urban school-university partnership. School-University Partnerships, 3(1), 75-89