Connecting does not necessarily mean learning: course handbooks as mediating tools in school–university partnerships  

Oleh:

Douglas, Alaster Scott ; Ellis, Viv

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 62 no. 05 (Nov. 2011), page 465-476.
Topik: teacher education; student teacher learning; handbooks; mediation; cultural historical activity theory
Fulltext: Connecting Does Not Necessarily Mean Learning.pdf (442.84KB)

Isi artikel

Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning.

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