Abstract
This chapter considers the potential role teacher education programs—specifically those that draw on student input and insight—can play in school transformation. Three distinct areas are considered: (1) developing the capacity among new teachers entering schools to learn with students to consistently improve practice; (2) supporting the empowerment of high school students who, positioned as teacher educators, develop confidence and take ownership over their own learning and (3) fostering strong student-teacher relationships among those participating in the project. Each of these areas has the potential to improve and transform schools. The multiple barriers that exist to fostering student empowered change—and the collaboration between school and university this kind of program entails—are also considered.
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Cook-Sather, A., Curl, H. (2016). Positioning Students as Teacher Educators: Preparing Learners to Transform Schools. In: Montgomery, A., Kehoe, I. (eds) Reimagining the Purpose of Schools and Educational Organisations. Springer, Cham. https://doi.org/10.1007/978-3-319-24699-4_6
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