ABSTRACT This article centers on the results of a two-year study of a museum–university partnership conducted with 81 secondary preservice student teachers enrolled in a large public university in the Midwestern United States. The focus is on preservice student teachers’ experiences working in a large urban museum which also houses a public middle school (grades 6–8), in partnership with the second largest urban district in the state. In this setting, preservice student teachers worked weekly with small groups of sixth-grade students in the museum as part of a required undergraduate content area literacy teacher education course. This study highlights ways this museum–university field experience served as an important clinical component for preservice student teacher learning. Working in a museum provided preservice student teachers with opportunities to experience and engage in teaching opportunities using integrated curriculum and inquiry-based teaching. Findings also showcase how this partnership provided preservice student teachers with learning opportunities, including studying and connecting concepts of storytelling related to the museum, recognizing the museum as a teacher, and learning from other museum personnel and educators.

中文翻译：

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在博物馆学习教学：博物馆与大学合作的好处

摘要 本文重点介绍了一项为期两年的博物馆-大学合作研究结果，该研究与 81 名就读于美国中西部一所大型公立大学的中学职前学生教师进行了合作。重点是职前学生教师在大型城市博物馆工作的经历，该博物馆还设有一所公立中学（6-8 年级），与该州第二大城市合作。在这种情况下，作为必修的本科内容领域扫盲教师教育课程的一部分，职前学生教师每周与博物馆中的六年级学生小组一起工作。这项研究强调了这种博物馆 - 大学实地经验作为职前学生教师学习的重要临床组成部分的方式。在博物馆工作为职前学生教师提供了使用综合课程和探究式教学体验和参与教学的机会。调查结果还展示了这种伙伴关系如何为职前学生教师提供学习机会，包括研究和连接与博物馆相关的讲故事概念，将博物馆视为教师，以及向其他博物馆工作人员和教育工作者学习。