Successful university-school partnerships: An interpretive framework to inform partnership practice
Mellita Jones, Australian Catholic University, Australia ; Linda Hobbs, Deakin University, Australia ; John Kenny, University of Tasmania, Australia ; Coral Campbell, Gail Chittleborough, Deakin University, Australia ; Andrew Gilbert, George Mason University, United States ; Sandra Herbert, Deakin University, Australia ; Christine Redman, University of Melbourne, Australia
TATE Volume 60, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.
Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S. & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education: An International Journal of Research and Studies, 60(1), 108-120. Elsevier Ltd.
- Growing University-School Partnerships
- Guiding Pedagogical Principles
- Interpretive framework
- pre-service teachers
- Representations of Partnership Practice
- science education
- Science Teacher Education Partnerships with Schools
- teacher education
- University-school partnership