ABSTRACT Intending to foster a partnership between his university and a local school and to create a new identity as a teacher educator in the community, a newly hired assistant professor of English education offered support to a secondary English department and ended up working extensively with the teachers (planning, observing, giving feedback, reflecting, and modeling lessons by teaching classes). This self-study examines the experience of the teacher educator as he navigated this 2-year commitment. A systematic analysis of all data collected (detailed journal, observation notes, debriefing notes, correspondence, and transcribed interviews) reveals how the conditions that allow tensions to become productive – a need for interaction, a willingness to engage in commonalties and differences, a sense of value for various skill-sets, and a suspension of judgment for the good of the community – within an emerging community of practice offered opportunities of professional growth for teachers and a teacher educator. This research provides insight into how university professors can better recognize and understand the conditions that allow perceived tensions to function as catalysts for professional development, offering an example of how to improve collaborative relationships between teacher education programs in higher education and K-12 school districts.

中文翻译：

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大学和地方学校的伙伴关系：利用张力作为增长的催化剂

摘要为了促进他的大学与当地学校之间的合作关系，并在社区中建立教师教育者的新身份，新聘用的英语教育助理教授为中学英语系提供了支持，并最终与教师进行了广泛合作（通过授课计划，观察，提供反馈，反思和建模课程）。这项自学考察了教师教育者在两年的承诺中的经历。对收集到的所有数据（详细的日记本，观察说明，汇报说明，通信和转录访谈）进行系统分析，揭示了使紧张局势变得富有成效的条件-互动的需要，参与共性和差异的意愿，各种技能的价值 以及为了社区的利益而暂停判决–在新兴的实践社区中，为教师和教师教育者提供了专业发展的机会。这项研究提供了有关大学教授如何更好地认识和理解使紧张感成为职业发展催化剂的条件的见解，并为如何改善高等教育与K-12学区的教师教育计划之间的合作关系提供了一个示例。