The aim of this study is to discuss theoretical and practical issues of the partnership in teacher education. A brief background of the debate in the last years is presented, questions about the partnership concept are introduced, the experience of the Brazilian university performing the inter-institutional work is analyzed and an overview is given of how the issue has been addressed in Québec. The current study seeks to note controversies and possible achievements of teachers in their struggles for the greater social approbation of the teaching profession. The research process benefited from documentary analysis, on-site observations and interviews; the last ones carried out in Brazil. The concept of partnership shows ambiguity. On the one hand, it is a strong ally for the implementation of official educational reforms, which puts it in scene between universities and schools. On the other hand, as a collaborative practice between the researchers and the school teachers, it helps to create new theoretical and practical basis for the initial and extended formation of the teaching professionals, in which academic knowledge and experience are articulated. In the case here analyzed, in the Brazilian scenario, the partnership helps to introduce innovations through institutional arrangements with other rationality, by which teachers are valued as collaborators in the processes of teacher training. Thus, we can affirm that the partnership is a relatively recent practice in the field of education, which involves tensions between official interests; and objectives of both collaborative work and collective struggles for the appreciation of the teaching profession of researchers at universities and teachers at schools.
KeywordsPartnershipTeacher EducationUniversitySchoolTheory and Practice
AQUFOM (1998). Enseignants de métier et formation initiale; des changements dans les rapports de formation à lénseignement. Paris/Bruxelles/Sherbrooke: AQUFOM/De Boek Université.
Bakhtin, M. (1986). Marxismo e filosofia da linguagem (Marxism and the Philosophy of Language). Sao Paulo: Hucitec.
Barbier, J.-M. (1995). Tendences d’evolution de la formation et place du partenariat. In INRP, établissements et partenariats: Stratégies pour des projets communs (Actes du colloque) (pp. 43-54). Paris: INRP.
Candau, V. M. et al. (1988). Novos rumos da licenciatura (New Directions of Teacher Training). Rio de Janeiro: Puc-Rio/INEP.
Crinon, J. (1995). Le partenariat: Pour former ou pour gérer? In INRP, établissements e partenariats: Stratégies pour des projets communs (pp. 132-138). Paris: INRP.
Demailly, L., & Zay, D. (1994). Gestion de la recherche et formation de formteurs d’enseignants. Recherche et Formation, n. 17.
Foerste, E. (2002). Parceria na formacao de professores: Do conceito à prática (Partnership in Teacher Education: From Concept to Practice). Rio de Janeiro: PUC-Rio (PhD Thesis).
Freire, P. (1979). Pedagogia do oprimido (Pedagogy of the Oppressed). Sao Paulo: paz e Terra.
Freire, P. (1996). Pedagogia da autonomia (Pedagogy of Autonomy). Sao Paulo: Paz e Terra.
Fullan, M. et al. (1992). Teacher Development and Education Change. London/Washington: Falmer Press.
Furlong, J. C. et al. (1990). Partnership in Initial Teacher Training. London: Cassel.
Furlong, J. C. et al. (1996). Re-Defining Partnership: Revolution or Reform in Initial Teacher Education? Journal of Education for Teaching, 22, 39-55.
Gatti, B. A. (1996). Analysis toward a Policy Framework for Teacher Training for Primary Schools. Brazil: CONSED.
INEP/ANPEd (2002). Teacher Training in Brazil (1990-1998). Brazil: MEC/INEP/ Comped.
INRP (1995). établessements partenariats: Stratégies pour des projets comuns. Paris: INRP.
Lenoir, Y., & Raymond, D. (1998a). Une approche nouvelle, des points de vue diversifiés. In AQUFOM (Ed.), Ensignants de métier et formation intiale; des changements dans les rapports de formation à l’ensignement (pp. 35-46). Paris/Bruxelles/Sherb-rooke: AQUFOM/De Boeck Université.
Lenoir, Y., & Raymond, D. (1998b). Enseignants de métier et formation initiale: Une problématique divergente et complexe. In AQUFOM (Ed.), Ensignants de métier et formation intiale; des changements dans les rapports de formation à l’ensignement (pp. 46-102). Paris/Bruxelles/Sherbrooke: AQUFOM/De Boeck Université.
Leselbaum, N. et al. (1995). Le définition du partenariat. In INRP (Ed.), établissements e partenariats: Stratégies pour des projets communs (pp. 342-347). Paris: INRP.
Lüdke, M. (1994). Institutional Assessment: Teacher Training for Primary and Secondary Education (The Undergraduate Programs). Brazil: CRUB.
Lüdke, M. (1998a). Formacao inicial e construcao da identidade de professores de 1o Grau (Initial and Phase and Construction of First Grade Teachers Identity). In V. M. Candau (Ed.), Magistério: Construcao cotidiana (Magisterium: Daily Construction) (pp. 110-125). Petrópolis: Vozes.
Lüdke, M. (1998b). The Professional Socialization of Teachers—Step III: The Educational Institutions (Research Report). Rio de Janeiro: PUC-Rio.
Lüdke, M. et al. (1998). Impact of International Trends on the Training of Our Teachers. Educacao e Sociedade, 20, 278-298.
Lüdke, M. et al. (2001). The Professors and the Researchers. Campinas: Papirus.
MEC (2002a). Resolution no 1/2002. Brasília: CNE.
MEC (2002b). Resolution no 2/2002. Brasília: CNE.
Méreni, C. (1995). Le partenariat em formacions: Nature et dispositif. In INRP (Ed.), établessements partenariats: Stratégies pour des projets comuns (pp. 244-248). Paris: INRP.
Merler, A. et al. (2012). Educacao do campo: Diálogos interculturais em terras capixabas. Vitória: EDUFES.
Merler, A. et al. (2013). Educacao do campo e culturas: Uma discussao sobre pedagogias alternativas. Visioni Latinoamericane, 5, 30-41.
Merler, A. et al. (2014). Memórias e imagens da formacao do professor do campo no Brasil. Visioni Latinoamericane, 11, 7-22.
Nóvoa, A. (1992a). Formacao de professores e profissao docente (Training of Teachers and the Teaching Profession). In A. Nóvoa, (Ed.), Os professores e sua formacao (Teachers and Their Training) (pp. 15-33). Lisboa: Dom Quixote.
Nóvoa, A. (1992b). O passado e o presente dos professors (The Past and Present of Teachers). In A. Nóvoa, (Ed.), Profissao professor (Teaching Profession) (pp. 13-30). Porto: Porto Editora.
Smedley, L. (2001). Impediments to Partnership: A Literature Review of School-University Links. Teachers and Teaching: Theory and Practice, 7, 189-209. https://doi.org/10.1080/13540600120054973
Stoll, L. et al. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8
Tardif, M. (2000). Saberes profissionais dos professores e conhecimentos universitários: Elementos para uma epistemologia da prática profissional dos professores e suas conseqüências em relacao à formacao para o magistério (Professional Knowledge of Teachers and University Knowledge: Elements for an Epistemology of Professional Practice of Teachers and Their Consequences in Relation to Training for Teaching). Revista Brasileira de Educacao, 13, 5-24.
Tardif, M. (2002). Saberes docentes e formacao professional (Teacher Knowledge and Training). Petrópolis: Vozes.
Tardif, M. et al. (2001). Formacao dos professores e contextos sociais; perspectivas internacionais (Training of Teachers and Social Contexts; International Perspectives). Porto: Rés-editora.
Torres, R. M. (1998). Tendência da formacao docente nos anos 90 (Trend of Teacher Education in the 90s). In PUC-SP (Ed.), Novas políticas educacionais; críticas e perspectivas (New Educational Policies; Criticisms and Perspectives) (pp. 173-191). Sao Paulo: PUC-SP.
Trent, J., & Lim, J. (2010). Teacher Identity Construction in School-University Partnerships: Discourse and Practice. Teaching and Teacher Education, 26, 1609-1618.
Vandyck, I. (2013). Fostering Community Development in School-University Partnerships. Amsterdam: Datawyse BV.
Whitty, G. (1993). Education Reform and Teacher Education in England in the 90s. Journal of Education for Teaching, 19, 263-275.
Whitty, G. (1998). Control of the Curriculum and Quasi-Markets, the Recent Education Reform in England and Wales. In PUC-SP (Ed.), New Educational Policies; Criticisms and Perspectives (pp. 193-213). Sao Paulo: PUC-SP.