School-university Partnerships in Teacher Education : Tension Between Partners and How They Handle It

Thant Sin, Khin Khin (2021) School-university Partnerships in Teacher Education : Tension Between Partners and How They Handle It. GiLE Journal of Skills Development, 1 (1). pp. 87-98. ISSN 2732-3781


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Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

Item Type: Article
Uncontrolled Keywords: Myanmar education reform, school-university partnerships, teacher education
Subjects: L Education / oktatás > L1 Education (General) / oktatás általában
L Education / oktatás > LG Individual institutions (Asia. Africa) / oktatási intézmények, Afrika, Ázsia
Depositing User: Zsanett Kun
Date Deposited: 03 Feb 2022 08:12
Last Modified: 03 Feb 2022 08:32

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