Abstract
This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice.
DOI
10.15760/nwjte.2012.9.2.13
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
http://archives.pdx.edu/ds/psu/25316
Recommended Citation
Place, Nancy A. and Smith, Antony T.
(2012)
"School-University Collaboration: Perspectives on a Hybrid Space for Literacy Learning,"
Northwest Journal of Teacher Education: Vol. 9
:
Iss.
2
, Article 13.
DOI: https://doi.org/10.15760/nwjte.2012.9.2.13