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Teacher Learning in a School–University Partnership: Exploring the Role of Social Trust and Teaching Efficacy Beliefs

by Jennifer L. Fisler & William A. Firestone - 2006

Teacher learning has been studied in numerous contexts using a variety of theoretical frameworks. Our research examines variation in teacher learning in a school–university partnership. We explore the personal characteristics of social trust and teaching efficacy beliefs in relation to teachers' levels of learning. We classify teachers in the partnership into three categories based on their demonstrated affective and pedagogical learning and discuss how differences among these teachers in terms of social trust and efficacy beliefs may have influenced their learning. Our research demonstrates that although school–university partnerships may hold promise for school improvement efforts, individual teacher factors can mediate the influence of these partnerships on teacher learning and pedagogical change.

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Cite This Article as: Teachers College Record Volume 108 Number 6, 2006, p. 1155-1185
https://www.tcrecord.org ID Number: 12521, Date Accessed: 7/23/2021 11:59:40 AM

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About the Author
  • Jennifer Fisler
    Messiah College
    E-mail Author
    JENNIFER FISLER is assistant professor of education at Messiah College in Grantham, Pennsylvania. Her research interests include teacher efficacy beliefs, teacher leadership, and gender differences in education. Her other publications include “Politics, Community, and Leadership in a School-University Partnership” in Educational Administration Quarterly and a CPRE policy brief, “A Decade of Charter Schools: From Theory to Practice.”
  • William Firestone
    Rutgers University
    E-mail Author
    WILLIAM FIRESTONE is professor of educational policy and leadership at the Rutgers Graduate School of Education and principal investigator of the New Jersey Math Science Partnership. He studies policy implementation, school–university partnerships and the effects of testing on teaching. His most recent books are A New Agenda for Research in Educational Leadership published by Teachers College Press and The Ambiguity of Teaching to the Test published by Lawrence Erlbaum.
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