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New directions in preparing professionals: examining issues in engaging students in communities of practice through a school–university partnership
ARTICLE

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TATE Volume 21, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

A new school–university partnership in NSW has created exciting opportunities for preservice teacher preparation. The paper examines the results of a pilot study and outlines the main teacher preparation activities undertaken in the partnership. The paper focuses on how engaging preservice teachers in the community of practice of teachers assisted in the development of students’ professional knowledge. The paper outlines three examples of preservice programmes, which incorporated legitimate peripheral participation as a meaningful component of the preservice teachers’ academic studies. The major issues associated with developing legitimate peripheral participation activities as part of a preservice teacher education course are discussed.

Citation

Sutherland, L.M., Scanlon, L.A. & Sperring, A. (2005). New directions in preparing professionals: examining issues in engaging students in communities of practice through a school–university partnership. Teaching and Teacher Education: An International Journal of Research and Studies, 21(1), 79-92. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2004.11.007

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