ABSTRACT

The Australian government now mandates initial teacher education (ITE) providers to form partnerships with schools in order to maintain accreditation. The emphasis on partnerships as the crucial means of improving ITE is not new, and a body of literature from the Australian context describes a vast number of partnerships that have been enacted over the past few decades. In this literature, however, the specific work arrangements and practices of teacher educators are generally overlooked. And yet, it is the work of teacher educators that is critical in initiating and sustaining these partnerships. This paper seeks to address this disparity by employing the theoretical framework of practice architecture to consider the role of the teacher educator in partnership work. We have found that the ways in which the work of teacher educators is constrained in cultural-discursive, material-economic and social-political domains significantly impact the possibility of “enduring” partnerships with schools.

摘要

澳大利亚政府现在要求初级教师教育 (ITE) 提供者与学校建立合作伙伴关系，以保持认证。将伙伴关系作为改进 ITE 的关键手段的强调并不新鲜，来自澳大利亚背景的大量文献描述了过去几十年制定的大量伙伴关系。然而，在这些文献中，教师教育工作者的具体工作安排和实践通常被忽视。然而，教师教育工作者的工作对于发起和维持这些伙伴关系至关重要。本文试图通过采用实践架构的理论框架来考虑教师教育者在合作工作中的作用来解决这一差异。