Abstract:

Productive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education (Darling-Hammond, 2006) and for any model that asserts to offer the finest practice. “University within School” model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan (2013), the model combines two models of professional education: one is the traditional “apprenticeship-journeyman-master’s” model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. To that end, students and academicians of an education faculty of a foundation university have been practicing in a workplace for two years. Teachers of the partner school have been the part of this model as mentor teachers, role models and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of ten faculty members and twenty teachers will be investigated through a questionnaire and interviews. The evaluation of the model will help to design the model more effectively and enable future plans to be set accordingly.

Keywords:

University-school partnership, workplace, teacher roles, teaching perceptions.