Blog
About

5
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      BEGINNING TEACHER LEARNING IN SCHOOL - UNIVERSITY PARTNERSHIPS: UNDERSTANDING THE COMPLEXITIES OF DEVELOPING BEGINNING-TEACHER KNOWLEDGE IN A PARTNERSHIP SETTING

      The Buckingham Journal of Education

      University of Buckingham Press

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Developing beginning-teacher knowledge in a school-university partnership is both complex and messy. This arises from the debates about (1) what beginning teachers should know and relates to the balance between theoretical knowledge and practical knowledge and (2) where that knowledge should be developed. In considering what type of knowledge beginning teachers should acquire and by reviewing partnership discourse particularly from a sociocultural perspective, suggestions are made for supporting effective beginning-teacher learning.

          Related collections

          Author and article information

          Contributors
          Journal
          The Buckingham Journal of Education
          University of Buckingham Press
          23 June 2020
          : 1
          : 1
          : 81-100
          Article

          Distributed under the terms of the Creative Commons Attribution Noncommercial NoDerivatives License, https://creativecommons.org/licenses/by-nc-nd/4.0 which permits noncommercial use and distribution in any medium, provided the original author(s) and source are credited, and the original work is not modified.

          Comments

          Comment on this article