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!
|
| _version_ | 1849325290897014784 |
|---|---|
| author | Lin Rudder Drew Polly Kristien Zenkov Madelyn W. Colonnese |
| author_facet | Lin Rudder Drew Polly Kristien Zenkov Madelyn W. Colonnese |
| author_sort | Lin Rudder |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-d5352a3ef2dd477a8d2f6d4272e64652 |
| institution | Kabale University |
| issn | 1935-7125 2833-2075 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | School-University Partnerships |
| spelling | doaj-art-d5352a3ef2dd477a8d2f6d4272e646522025-08-20T03:48:27ZengEmerald PublishingSchool-University Partnerships1935-71252833-20752025-05-01181415810.1108/SUP-11-2024-0035Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiencesLin Rudder0Drew Polly1Kristien Zenkov2Madelyn W. Colonnese3College of Education and Human Development, George Mason University, Arlington, Virginia, USAThe University of North Carolina at Charlotte, Charlotte, North Carolina, USACollege of Education and Human Development, George Mason University, Arlington, Virginia, USAThe University of North Carolina at Charlotte, Charlotte, North Carolina, USAPurpose – 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.https://www.emerald.com/insight/content/doi/10.1108/SUP-11-2024-0035/full/pdfTeacher educationCollective impactClinical practiceSchool–university partnershipsUniversity-based teacher educators |
| spellingShingle | Lin Rudder Drew Polly Kristien Zenkov Madelyn W. Colonnese Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences School-University Partnerships Teacher education Collective impact Clinical practice School–university partnerships University-based teacher educators |
| title | Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences |
| title_full | Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences |
| title_fullStr | Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences |
| title_full_unstemmed | Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences |
| title_short | Collective impact school–university partnerships in teacher education: intentionally designed clinical practice experiences |
| title_sort | collective impact school university partnerships in teacher education intentionally designed clinical practice experiences |
| topic | Teacher education Collective impact Clinical practice School–university partnerships University-based teacher educators |
| url | https://www.emerald.com/insight/content/doi/10.1108/SUP-11-2024-0035/full/pdf |
| work_keys_str_mv | AT linrudder collectiveimpactschooluniversitypartnershipsinteachereducationintentionallydesignedclinicalpracticeexperiences AT drewpolly collectiveimpactschooluniversitypartnershipsinteachereducationintentionallydesignedclinicalpracticeexperiences AT kristienzenkov collectiveimpactschooluniversitypartnershipsinteachereducationintentionallydesignedclinicalpracticeexperiences AT madelynwcolonnese collectiveimpactschooluniversitypartnershipsinteachereducationintentionallydesignedclinicalpracticeexperiences |