The Complementary School-University Partnership through the Lens of a Learning Community

Year 2020, Volume: 9 Issue: 1, 107 - 124, 30.04.2020

Judit Orgoványi-gajdos , İda Zagyváné-szűcs

Abstract

The paper includes the results of a descriptive case-study in which a university-based Hungar- ian practice school is compared to the model of Professional Development School. Data sourc- es include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university’s practice school (N=22). The data were collected via a set of questionnaires and analyzed with descriptive and mathemati- cal statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any par- ties’ beliefs. The main goal of the school practice is to improve candidates’ individual skills, but those of enhancing collaboration are not developed adequately. Furthermore, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process.

Keywords

teacher education, university-school relationship, school practice, professional development school

Supporting Institution

Eszterházy Károly Egyetem

Project Number

EFOP-3.6.1-16-2016-00001

Thanks

We would like to thank our research fellows and every participants of Eszterházy Károly University and Practice School who contributed to the success of this research. We would like to express our high gratitude to Falus Iván (Professor of Educational Science) who initiated and led this research. His commitment to the renewal of the Hungarian Teacher Education is highly appreciated and served as a model.

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