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Fostering Professional Learning Partnerships in Literacy Teacher Education

  • Chapter
Building Bridges

Abstract

In this chapter we seek to investigate how and what literacy teacher educators might learn as they bring together and work alongside pre-service and serving teachers within school-university partnerships. A further focus is how such educators might best be supported institutionally to cross the traditionally perceived boundaries between schools and universities in attempts to provide what Zeichner (2010) has termed “hybrid spaces,” spaces in which “the traditional dichotomy of academic and practitioner knowledge” (p. 89) can be overcome and resolved.

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Authors
  1. Simone White
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  2. Jean Murray
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Editor information

Editors and Affiliations

  1. University of Toronto, Canada

    Clare Kosnik

  2. Monash University, Australia

    Simone White

  3. University of Toronto, Canada

    Clive Beck

  4. King’s College London, UK

    Bethan Marshall

  5. Teachers College, Columbia University, USA

    A. Lin Goodwin

  6. University of East London, UK

    Jean Murray

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© 2016 Sense Publishers

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White, S., Murray, J. (2016). Fostering Professional Learning Partnerships in Literacy Teacher Education. In: Kosnik, C., White, S., Beck, C., Marshall, B., Goodwin, A.L., Murray, J. (eds) Building Bridges. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-491-6_10

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  • DOI: https://doi.org/10.1007/978-94-6300-491-6_10

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-491-6

  • eBook Packages: EducationEducation (R0)

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