Policy, practice and partnership: an exploration of the perspectives of post-primary school-based teacher educators in relation to school placement.

In recent years, teacher education has drawn greater attention from international and European policy makers (Caena, 2014; European Commission, EACEA, & Eurydice, 2015; OECD, 2005). In Ireland policy directives and guidelines (DES, 2011; Teaching Council, 2011b; 2011c; 2011d; 2013) have begun to blur the established boundaries between stakeholders in schools and higher education institutions (HEI). Initial teacher education (ITE) programmes have been reconceptualised and the time student teachers spend on placement has been extended. These changes require greater co-operation between multiple actors and increased involvement by school-based stakeholders in placement practices (Teaching Council, 2013). This study drew on the concept of communities of practice (Wenger, 1998), which provided a theoretical framework to establish the collaboration needed for HEI and school-based stakeholders to develop and sustain new models of partnership. By examining various partnership models, the seemingly generic term of school-university partnership (SUP) was problematised.
This study set out to investigate the perspectives of post-primary school management and co-operating teachers concerning a) recent changes to school placement, within the broader context of emerging SUPs; and b) the formalisation of their responsibilities vis-à-vis ITE. This mixed methods study comprised a survey within a multiple case study. The research design was based on the epistemological position of pragmatism and drew on both post-positivist and interpretive theoretical stances as necessary.
Findings suggest a willingness by school-based stakeholders to engage in collaborative partnerships with HEIs, this willingness is tempered however by a sense of frustration with a perceived lack of support being offered to schools. Moving beyond managerial challenges, infrastructural realities and cultural restraints, findings indicate that development of shared understandings around the concept of partnership is required. This study will potentially stimulate reflection on, critique of and dialogue around the pedagogy of SUPs and the role of school-based stakeholders in ITE in Ireland.