Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences
Purpose – The extant literature on collective impact endeavors does not include many examples related to teacher education and the involvement of teacher candidates. Our conceptual article contributes to the field by offering detailed examples of collective impact school–university partnerships in t...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Emerald Publishing
2025-05-01
|
| Series: | School-University Partnerships |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/SUP-11-2024-0035/full/pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Purpose – The extant literature on collective impact endeavors does not include many examples related to teacher education and the involvement of teacher candidates. Our conceptual article contributes to the field by offering detailed examples of collective impact school–university partnerships in teacher education. Design/methodology/approach – This article provides four vignettes of collective impact efforts designed and implemented by university-based teacher educators in the context of school–university partnerships (SUPs) in both elementary and secondary schools. Findings – The first illustrates a unique photovoice project that for two decades has asked secondary students to define good teaching. The second describes a project that pairs teacher candidates with school-based teacher educators in order to try new, innovative pedagogies in secondary schools. The third presents a clinical experience that directly supports elementary students’ math skills. The fourth places teacher candidates in elementary schools to develop math and literacy skills through small-group teaching. Research limitations/implications – A reasonable first step in developing a research base on a phenomenon is to highlight and examine cases (or vignettes) of that phenomenon in practice. Future implications for collective impact in teacher education are discussed, including the need for more empirical studies measuring the benefits of SUPs for PK-12 students, teacher candidates, school-based teacher educators, university-based teacher educators and their collective institutions. Originality/value – Our article demonstrates how SUPs and clinical experiences can be structured using the collective impact framework to be most beneficial and impactful for all partners and PK-12 students. Our piece builds on the nascent literature surrounding collective impact in teacher education. |
|---|---|
| ISSN: | 1935-7125 2833-2075 |