A growing body of research has identified teacher residency’s potentials for improving and sustaining preservice teacher learning through a stronger district–university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeholders are primarily making sense of the residency in isolation, leading to incoherent understandings and varied implementation practices. Opportunities to improve stakeholders’ collective sensemaking and collaborative implementation and to optimize the benefits and potentials of teacher residency partnerships are discussed. This study has implications for teacher education policy implementation and continuous inquiry into the complexities of teacher preparation.

越来越多的研究已经确定了教师驻地通过更强大的地区-大学合作伙伴关系来改善和维持职前教师学习的潜力。该定性案例研究借鉴了教育政策实施的意义建构观点，考察了各种大学和地区利益相关者如何理解和实施路易斯安那州政府规定的教师驻地。调查结果表明，利益相关者主要是孤立地理解驻地，导致理解不一致和不同的实施实践。讨论了改善利益相关者的集体意识和协作实施以及优化教师驻留伙伴关系的好处和潜力的机会。