Developing effective school and university partnerships for teacher education Kenny, J., Redman, C., Hobbs, Linda, Jones, Mellita, Campbell, Coral, Gilbert, Andy, Chittleborough, Gail and Herbert, Sandra 2014, Developing effective school and university partnerships for teacher education, in EDULEARN14 Proceedings : 6th International Conference on Education and New Learning Technologies 2014, International Association of Technology, Education and Development (IATED) Academy, [Barcelona, Spain], pp. 2620-2632. Attached Files Name Description MIMEType Size Downloads hobbs-developingeffective-2014.pdf Published version application/pdf 325.04KB 127 Title Developing effective school and university partnerships for teacher education Author(s) Kenny, J. Redman, C. Hobbs, Linda orcid.org/0000-0002-6898-8495 Jones, Mellita Campbell, Coral orcid.org/0000-0002-1373-9168 Gilbert, Andy Chittleborough, Gail orcid.org/0000-0002-0919-1582 Herbert, Sandra orcid.org/0000-0001-5990-5099 Conference name International Conference on Education and New Learning Technologies (6th : 2014 : Barcelona, Spain) Conference location Barcelona, Spain Conference dates 7-9 Jul. 2014 Title of proceedings EDULEARN14 Proceedings : 6th International Conference on Education and New Learning Technologies 2014 Editor(s) Chova, L. Gómez Martínez, A. López Torres, I. Candel Publication date 2014 Conference series International Conference on Education and New Learning Technologies Start page 2620 End page 2632 Total pages 13 Publisher International Association of Technology, Education and Development (IATED) Academy Place of publication [Barcelona, Spain] Keyword(s) school university partnerships theory to practice teacher education Summary The use of school-university partnerships to address the theory-practice divide in teacher education has recently come to attention in international teacher education studies (e.g. Darling-Hammond, 2005; Jones & Ryan, in press). School-university partnerships are particularly important in primary science teacher education as a means to overcome limited opportunities primary pre-service teachers have to observe and practice science teaching during their Practicum. Their opportunities are limited due to a lack of practising teachers who include science in their classroom teaching or who do not feel sufficiently competent to act as science mentors. This is generally attributable to low teacher confidence and knowledge of how to teach science (Jones & Carter, 2007). This workshop will report on a study which is exploring existing approaches to school-university partnerships in science teacher education at 5 Australian universities. Utilising a multiple case study methodology (Yin, 2009), the project has examined the experiences of establishing, maintaining and developing these partnership and explored the benefits of the partnerships for pre-service teachers, practising teachers and schools. A key outcome of the project is the development of an “Interpretive Framework” in which partnership practices were exemplified, contextualized and summarized, documenting key phases in the development of partnership arrangements. The Framework is currently undergoing validation with Australian universities. In this paper, the authors present the Framework to an braoder audience for comment and seek to explore its relevance and transferability to school-university partnerships in an international context. ISBN 9788461705573 ISSN 2340-1117 Language eng Field of Research 130313 Teacher Education and Professional Development of Educators Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category E1 Full written paper - refereed Grant ID School-based pedagogies and partnerships in primary science teacher education: Project for the Office of Learning and Teaching OLT (2013-14) Copyright notice ©2014, IATED Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30065442 Document type: Conference Paper Collections: School of Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. 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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.