Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana
Document Type
Article
Publication Date
2022
Keywords
case study, field experiences, preservice teacher education, qualitative research, educational policy, teacher residency
Abstract
A growing body of research has identified teacher residency’s potentials for improving and sustaining preservice teacher learning through a stronger district–university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeholders are primarily making sense of the residency in isolation, leading to incoherent understandings and varied implementation practices. Opportunities to improve stakeholders’ collective sensemaking and collaborative implementation and to optimize the benefits and potentials of teacher residency partnerships are discussed. This study has implications for teacher education policy implementation and continuous inquiry into the complexities of teacher preparation.
Digital Object Identifier (DOI)
https://doi.org/10.1177/00224871211059161
Citation / Publisher Attribution
Journal of Teacher Education, v. 73, issue 3, p. 240-252
Scholar Commons Citation
Chu, Yiting, "Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana" (2022). Language, Literacy, Ed.D., Exceptional Education, and Physical Education Faculty Publications. 15.
https://digitalcommons.usf.edu/lleepe_facpub/15
Was this content written or created while at USF?
No
