A Pre-Research Field Work Partnership Agreement Will Benefit Literacy Research Project Partnerships

Latasha Holt


Challenges exist between the university course professors, pre-service teachers, and field work partnerships in literacy education programs. This article discusses a need to create and implement a pre-research field work agreement to increase the efficiency of literacy research projects conducted between the university and the practicum school partnership. Based on collected formal and informal research, disconnects are hindering the overall literacy research project goals from being accomplished. Specific challenging issues that are identified include ensuring placement diversity, geographical issues, researcher access to records, and adequate placement opportunities within the needed content focus supported by a highly qualified mentor. Resolutions to the challenges can be better addressed if a systematic, organized pre-research field work partnership agreement is in place.


Literacy, Research, Partnership, Teacher Candidates, Field Work, Practicum

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DOI: https://doi.org/10.7575/aiac.ijels.v.8n.4p.28


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