Becoming activist teacher educators: The learning journeys of two physical education cooperating teachers in a school–university partnership

Abstract

Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating teachers as co-educators who collaborate and share knowledge. This paper explores this school–university partnership by questioning: (a) What were the learning journeys experienced by the cooperating teachers in a school–university partnership? and ..