ABSTRACT

Improving the learning experiences of student teachers in a school-university partnership has always been an agenda for those involved in initial teacher preparation (ITP) programmes. In the pursuit of this improvement, this paper presents an argument in favour of a cultural approach to understand learning at school placements and university in a school-university partnership. Drawing on data from a completed qualitative field study of a group of student teachers enrolled in a one-year teacher training programme, a learning culture approach is used to illustrate that learning through participating in the practices within the learning sites in a school-university partnership is central to becoming a teacher. Accepting this premise, the article attempts to discuss the implications of using a cultural approach for understanding the learning process involved in a school-university partnership. The article also addresses the issue of ways in which we could advance our thinking in improving valuable learning experiences of student teachers through using a cultural approach.

摘要

对于那些参与初始教师准备（ITP）计划的人来说，改善学校与大学合作伙伴关系中的学生教师的学习经验一直是他们的议程。为了追求这一进步，本文提出了一种论点，主张采用一种文化方法来理解学校与大学之间的合作关系，以了解在学校和大学中的学习情况。根据对参加一年教师培训计划的一组学生教师进行的完整的定性实地研究数据，采用一种学习文化方法来说明通过参与学校与大学合作伙伴的学习场所中的实践来进行学习对成为老师至关重要。接受这个前提，本文试图讨论使用文化方法来理解学校与大学之间的伙伴关系所涉及的学习过程的含义。本文还讨论了一种方法，该方法可以通过一种文化方法来改善我们的思维，从而改善学生教师的宝贵学习经验。