Table 1 Data sources Data source Context... | Emerald Publishing

Table 1

Data sources

Data source	Context and purpose
Seven semi-structured focus group interviews with A1 and UMS sixth-grade teachers and principal, lasting 60–90 minutes each (2–3/year) (audio-recorded and transcribed verbatim)	Context: A1 conducted these interviews onsite at the museum, after school and/or during school breaks Purpose: Capture teachers’, administrator’s and A1’s observations, reflections and experiences connected to 1) the ways the partnership supported preservice teacher learning and development; 2) evidence of sixth-grade students’ learning and literacy development; 3) the value, perceptions and experiences of the partnership, including identifying what was going well and possible improvements and 4) the development and evolution of the partnership over time
Eight Q/A sessions between, A1, ED 310 preservice teachers and UMS teachers, lasting 35–45 minutes each (4/year) (audio-recorded and transcribed verbatim)	Context: A1 facilitated these sessions after UMS students left for the school day; these took place on-site at the museum during regularly scheduled ED 310 class sessions Purpose: Highlight preservice teachers’ questions and discussions with UMS teachers, including 1) information about teaching in a museum setting; 2) sixth-grade educators’ teaching and learning experiences; 3) recommendations for beginning teachers’ professional development; 4) what constitutes effective teaching and learning and 5) navigating the political, contextual and personal aspects of working in PK-12 education
One focus group interview between A1 and A2, lasting one hour (audio-recorded and transcribed verbatim)	Context: A2 led this discussion, asking A1 questions about the school–university partnership Purpose: Provide opportunities for A1 to reflect on the partnership and elicit insights about the university-school partnership, lessons learned and take-aways for future collaborations

Data source	Context and purpose
Seven semi-structured focus group interviews with A1 and UMS sixth-grade teachers and principal, lasting 60–90 minutes each (2–3/year) (audio-recorded and transcribed verbatim)	Context: A1 conducted these interviews onsite at the museum, after school and/or during school breaksPurpose: Capture teachers’, administrator’s and A1’s observations, reflections and experiences connected to 1) the ways the partnership supported preservice teacher learning and development; 2) evidence of sixth-grade students’ learning and literacy development; 3) the value, perceptions and experiences of the partnership, including identifying what was going well and possible improvements and 4) the development and evolution of the partnership over time
Eight Q/A sessions between, A1, ED 310 preservice teachers and UMS teachers, lasting 35–45 minutes each (4/year)(audio-recorded and transcribed verbatim)	Context: A1 facilitated these sessions after UMS students left for the school day; these took place on-site at the museum during regularly scheduled ED 310 class sessionsPurpose: Highlight preservice teachers’ questions and discussions with UMS teachers, including 1) information about teaching in a museum setting; 2) sixth-grade educators’ teaching and learning experiences; 3) recommendations for beginning teachers’ professional development; 4) what constitutes effective teaching and learning and 5) navigating the political, contextual and personal aspects of working in PK-12 education
One focus group interview between A1 and A2, lasting one hour (audio-recorded and transcribed verbatim)	Context: A2 led this discussion, asking A1 questions about the school–university partnershipPurpose: Provide opportunities for A1 to reflect on the partnership and elicit insights about the university-school partnership, lessons learned and take-aways for future collaborations

Source(s): By authors