In 2014, the Ministry of Education in New Zealand funded innovative initial teacher education programmes using school/university partnerships to improve achievement for priority learners. My ‘being’ as a teacher educator would need to become a member of a professional learning community with student teachers and teachers in schools rather than solely a lecturer in a university classroom. Using a phenomenological theoretical foundation for a practitioner-based research methodology, I reveal my their lived experiences of this new role trialling a range of strategies for enhancing school/university partnerships to support student teachers’ confidence to meet the needs of diverse learners as preparation for their first year of teaching. Through a personal/professional reflective process, new strategies emerged: lesson study, an evolving list of teaching practices to unpack and the use of practitioner-based inquiry for student teachers. In the discussion, observations are made about the partnership and particularly the role of the university lecturer. A significant finding was that as an initial teacher educator, I needed to adopt the dispositions for student teachers, such as adaptability and flexibility, articulated in the graduate profile for the programme to enhance the professional learning community partnership. All members of the professional learning community partnership valued the three-way partnership between the student teacher, school and university in which every contribution was valued, new strategies could be trialled and reviewed, resulting in opportunities to learn from the different perspectives to engage children in their learning.

中文翻译：

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学校/大学的合作关系改变了我作为教师教育者的“存在”

2014 年，新西兰教育部通过学校/大学合作伙伴关系资助了创新的初级教师教育计划，以提高优先学习者的成绩。作为一名教师教育者，我的“存在”需要成为一个有学生教师和学校教师的专业学习社区的成员，而不仅仅是大学课堂上的讲师。使用现象学理论基础作为基于实践的研究方法，我揭示了他们在这个新角色中的生活经验，尝试了一系列增强学校/大学合作伙伴关系的策略，以支持学生教师的信心，以满足不同学习者的需求，作为准备他们的第一年教学。通过个人/专业的反思过程，出现了新的策略：课程学习，一个不断发展的教学实践清单，以解压缩以及对学生教师使用基于实践的探究。在讨论中，对伙伴关系，特别是大学讲师的作用进行了观察。一个重要的发现是，作为一名初级教师教育者，我需要采用学生教师的性格，例如适应性和灵活性，在该计划的毕业生简介中阐明，以加强专业学习社区的伙伴关系。专业学习社区伙伴关系的所有成员都重视学生教师、学校和大学之间的三方伙伴关系，其中每一个贡献都受到重视，可以尝试和审查新策略，从而有机会从不同的角度进行学习，让孩子们参与其中他们的学习。