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Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue
Book chapter   Peer reviewed

Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue

Linda-Dianne Willis, Helen Grimmett and Deborah Heck
Educating Future Teachers: Innovative Perspectives in Professional Experience, pp.49-69
Springer Singapore
2018
DOI: https://doi.org/10.1007/978-981-10-5484-6_4
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https://doi.org/10.1007/978-981-10-5484-6_4View
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Abstract

cogenerativity metalogue initial teacher education school-university partnerships professional experience dialogic exchange preservice teachers practicum
This chapter explores the concept of 'cogenerativity' by providing three different examples of initial teacher education school-university partnership projects in Australia. The first of these professional experience projects drew on the use of participatory approaches in a new Master of Teaching program; the second involved a project of co-teaching triads; and the third concerned the development of university, school and system partnerships. The authors used the methodology of metalogue to engage in dialogical exchange about the notion of cogenerativity in relation to the literature and through the lens of each project to examine the nature of the concept for developing and sustaining professional experience partnerships. The chapter concludes that cogenerativity may be useful for conceptualising why and how initial teacher education school-university partnerships flourish. The knowledge developed may assist educators and researchers not only to create supportive conditions for the development of initial teacher education school-university partnerships but also to [re]imagine the possibilities of such partnerships to realise continual expansive transformative learning for all involved. The use of metalogue offered a unique research methodology for the authors who each explored their experience of school-university partnerships. At the same time, the use of metalogue illustrated cogenerativity in practice. The approach also enabled the authors to highlight possible challenges and limitations for creating and sustaining cogenerativity in the context of initial teacher education school-university partnerships.

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