BEGINNING TEACHER LEARNING IN SCHOOL - UNIVERSITY PARTNERSHIPS: UNDERSTANDING THE COMPLEXITIES OF DEVELOPING BEGINNING-TEACHER KNOWLEDGE IN A PARTNERSHIP SETTING

Abstract

Developing beginning-teacher knowledge in a school-university partnership is both complex and messy. This arises from the debates about (1) what beginning teachers should know and relates to the balance between theoretical knowledge and practical knowledge and (2) where that knowledge should be developed. In considering what type of knowledge beginning teachers should acquire and by reviewing partnership discourse particularly from a sociocultural perspective, suggestions are made for supporting effective beginning-teacher learning.