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Successful university-school partnerships: An interpretive framework to inform partnership practice
ARTICLE

, Australian Catholic University, Australia ; , Deakin University, Australia ; , University of Tasmania, Australia ; , , Deakin University, Australia ; , George Mason University, United States ; , Deakin University, Australia ; , University of Melbourne, Australia

TATE Volume 60, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved October 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.08.006

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