The University Associates' Continuum of Practice

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atmire.migration.oldid4382
dc.contributor.advisorBrandon, James
dc.contributor.authorAndrews Stobart, Christine
dc.contributor.committeememberMcGarvey, Lynn
dc.contributor.committeememberJardine, Patricia Gail
dc.contributor.committeememberCalvert, Ann
dc.date.accessioned2016-05-03T17:09:50Z
dc.date.available2016-05-03T17:09:50Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThis case study explored the work of university associates (UAs) within the Faculty of Education at a Canadian university from an interpretivist perspective. Data collected from semi-structured interviews with twelve UAs, artifacts, and documents generated insights about university associates’ roles and responsibilities with the intention to inform future field experience practice. In order to do this a conceptual framework based on a continuum of practice put forth by LeCornu and Ewing (2008) was utilized, which conceptualized a spectrum of pre-service teacher supervision spanning traditional to communal orientations. Five findings emerged from the data analysis: (a) University Associates, who were most frequently recruited from the ranks of retired teachers and school administrators, endeavoured to establish cooperative, managerial relationships with practicum hosting schools. (b) University Associates expressed a deep-seated commitment to fulfilling their roles. (c) University Associates reflectively determined best practice. (d) Collaboration within the practicum was evident although minimal due to hindrances. (e) University Associates with administrative experience expressed having an advantage working collaboratively. In light of these findings, collaborative practice should become a focused professional development initiative by the university for UAs within the practicum. Likewise, ongoing UA selection must consider the collaborative backgrounds of those participating in the practicum and opt for those with administrative experience when possible. As well, further investigation of the UA role would benefit from a multi-perspective stance, including the voices of pre-service teachers, mentor teachers, school coordinators and field experience directors.en_US
dc.identifier.citationAndrews Stobart, C. (2016). The University Associates' Continuum of Practice (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28407en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28407
dc.identifier.urihttp://hdl.handle.net/11023/2944
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Teacher Training
dc.subject.classificationSupervisionen_US
dc.subject.classificationPre-service teachersen_US
dc.subject.classificationUniversity Facilitatoren_US
dc.titleThe University Associates' Continuum of Practice
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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