The challenges of school practitioners’ expectations of school-university and school-institute cooperation
The present forms of school-university/institute partnership are largely based on the interests of experts in this field. The aim of this study is to research teachers’ and school counsellors’ perceptions of both the existing and desired forms of the partnership. Based on the qualitative co...
| Main Authors: | , , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2014-01-01
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| Series: | Zbornik: Institut za Pedagoška Istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2014/0579-64311402486D.pdf |
| Summary: | The present forms of school-university/institute partnership are largely
based on the interests of experts in this field. The aim of this study is to
research teachers’ and school counsellors’ perceptions of both the existing
and desired forms of the partnership. Based on the qualitative content
analysis of the materials from the interviews, four dimensions of partnership
were mapped: systematicity, practicality, equality and initiative. The study
has shown that the current partnership is somewhat sporadic and initiated
more by the research needs of experts rather than the practical needs of
teachers. The desired partnership would imply the creation of an organised
and continuous relationship, whereby the experts would take on the role of a
mentor, thus proposing practical solutions and initiating forms of
cooperation. Such expectations lead to controversy, and these issues are
discussed in the study. [Projekat Ministarstva nauke Republike Srbije, br.
179034: From Encouraging Initiative, Cooperation and Creativity in Education
to New Roles and Identities in Society i br. 47008: Improving the Quality and
Accessibility of Education in Modernization Processes in Serbia] |
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| ISSN: | 0579-6431 1820-9270 |