This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these…

Professional learning communities among teachers and schools have been envisioned as a mechanism for development, knowledge building and implementation. However the formation of an effective learning community is more complex than giving teachers a project and asking them to share a room. This paper reports a synergistic interaction between a…

Desiring to overcome sharp feelings of disconnection, a year-long participatory action research seminar involving both clinical and tenure-track teacher education faculty was formed. Working in teams with tenure-track faculty support, clinical faculty set research questions but they were reluctant to assume project leadership. In part, because of…

This article describes a school improvement initiative involving five primary schools (ages 5-11 years) working in partnership with each other with support from a university department of education. It provides evidence of the benefits to be gained from teachers sharing and developing collective knowledge through participation in school-based…