期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2010
卷号：14
期号：1
页码：36-53
DOI：10.26522/brocked.v14i1.54
出版社：Brock University
摘要：School-university partnerships are purported to develop the collegial support needed for any educational change. They may also surmount barriers between pre-service and in- service teacher education. In this school-university partnership study involving staff wide mentoring of pre-service teachers as a change agent, the writer outlines the benefits to pre- and in-service teachers and the barriers encountered that prevented them from fulfilling partnership promise. Pre-service teachers achieved desired internship outcomes and change-resistant teachers developed collegiality and support. Central administration interference and lack of principal leadership created barriers. Suggestions for overcoming the barriers are offered.
