Title
Teacher Education at Trinity University Meets the STEPS Interpretive Framework
Document Type
Contribution to Book
Publication Date
2018
Abstract
This chapter investigates the principles and practices which have guided the highly regarded Professional Development School (PDS) partnerships at Trinity University, San Antonio, Texas, USA, and analyzes them in relation to the STEPS Interpretive Framework. The analysis is undertaken as a dialogue between an insider from Trinity University seeking to articulate the significant features of their partnerships and an outsider teacher educator making connections to the STEPS Interpretive Framework. Trinity partnerships have emphasized principles, including education as “transformation,” the centrality of “relationships,” and strong university leadership. Analysis of Trinity approaches in terms of the STEPS Framework suggests that faithfulness to overriding partnership principles has promoted strength and resilience in its partnerships with schools, indicating that the framework is justified in proposing principles and practices which can guide successful partnership development no matter where it takes place.
Editor
Linda Hobbs, Coral Campbell, & Mellita Jones
Identifier
10.1007/978-981-13-1795-8_10
Publisher
Springer
City
Singapore
ISBN
9789811317941
Repository Citation
Albright, S., Breidenstein, A., & Ryan, J. (2018). Teacher education at Trinity University meets the STEPS interpretive framework. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based partnerships in teacher education: A research informed model for universities, schools and beyond (pp. 193-207). Springer.
Publication Information
School-Based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond