View in EDS HTML Full Text PDF Full Text

Notions for Improved Professional Development of Prospective Teachers: Effective Collaboration among Stakeholders to Develop Conceptual Framework for University-School Partnership

Saved in:
Bibliographic Details
Title: Notions for Improved Professional Development of Prospective Teachers: Effective Collaboration among Stakeholders to Develop Conceptual Framework for University-School Partnership
Language: English
Authors: Fatima Batool, Samina Malik, N. B. Jumani
Source: Innovations in Education and Teaching International. 2024 61(4):675-690.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Stakeholders, College School Cooperation, Partnerships in Education, Program Improvement, Educational Cooperation, Foreign Countries, School Administration, Principals, Teacher Educators, Undergraduate Students, Teacher Supervision, Assistant Principals, Universities, Teacher Attitudes, Administrator Attitudes, College Faculty, Preservice Teacher Education, Faculty Development
Geographic Terms: Pakistan (Islamabad)
DOI: 10.1080/14703297.2023.2214130
ISSN: 1470-3297
1470-3300
Abstract: This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429495
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2023.2214130