Collaboration between university and practice school in initial teacher training

Abstract

In order to overcome the traditional model “from theory to practice” and improve the relationship between theory and practice during initial teacher training, different studies have proposed that universities have to promote a closer relationship with schools, developing mutual engagement and responsibility for student teachers training. However, reaching certain levels of collaboration is not an easy task, mainly due to the separation of space and the type of knowledge that distinguishes each institution. This has lead to rethinking how universities interact with schools in teacher training programs and also to develop projects that are able to satisfy the expectations of all the involved parts. In this context, this work examines the ideas, actions and valuations of under graduate students, mentor teachers, and university supervisors about the collaboration between a selected university and a practice school. Data were collected through individual in-depth interviews. The results show similar ideas among the participants regarding the positive contributions from university and from practice school to students training.  The positive valuations expressed are mainly related to the selections of practice schools. Despite this, the participants suggest maintaining closer collaborative links between institutions.