2016 Journals

1. Perspectives and Possibilities: The Building of a School-based/University Partnership

Florida Association of Teacher Educators Journal 2016 Volume 1 Number 16.

Brian P. Zoellner, University of North Florida

Richard H. Chant, University of North Florida


School-university partnership effectiveness is not always immediately recognizable and the effects of these collaborative efforts may take time to observe (Peters, 2002).  Because of this, participants in our partnership conducted a project focused on elucidating the influences on the initiation of our collaboration to better understand its function.  Goodlad’s (1991) elements of concept, purposes, agenda, and structure provided the theoretical framework to guide this work.  We also examined how the partnership has influenced best practices, inquiry efforts, professional development, and pre-service teacher preparation – shared goals associated with school-university partnerships.  Finally, we explored how communication, conflicting values, and logistics have created challenges within the partnership.  While this analysis supports many of the attributes of successful collaborations, challenges were identified related to goals, particularly with inquiry and professional development efforts.

2. Elevating Teacher Education Programs with Peer Mentor Video Annotation and Feedback

Florida Association of Teacher Educators Journal 2016 Volume 1 Number 16.

Christian E. Legler, University of Florida


Video annotation and feedback is an emerging technology in teacher education programs and the professional development of teachers. Little is known about the use of this technology within teacher education peer mentoring programs. This study explores the experiences of two peer mentors in a STEM teacher education program after providing lesson video annotation and feedback to student teaching pairs during a one-semester introductory education course. Peer mentors used a video annotation and feedback tool housed on a university-sponsored teacher induction platform. The results indicate that video annotation and feedback is perceived as a supportive technological tool for pre-service teacher learning. In addition, peer mentors say that video annotation and feedback is useful, but focused feedback limits their response to students. Finally, peer mentors expect that teacher education programs will need to be adapted to take advantage of the benefits of this technology.