Non-traditional models of applied learning in teacher education through K-12 school-university partnerships.

Abstract

This article presents three different non-traditional models of partnership and applied learning experiences in teacher education. The projects from different content areas in the same licensure program showcase the possibilities of new approaches to school-university partnerships in bringing applied learning to teacher education. We discuss the project approaches, learning outcomes, and challenges for stakeholders, and provide suggestions for creating meaningful and successful applied learning initiatives. Implications for applied learning in teacher education are also explored.