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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.

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Title Developing effective school and university partnerships for teacher education
Author(s) Kenny, J.
Redman, C.
Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Jones, Mellita
Campbell, CoralORCID iD for Campbell, Coral orcid.org/0000-0002-1373-9168
Gilbert, Andy
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Herbert, SandraORCID iD for 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
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065442

Document type: Conference Paper
Collections: School of Education
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Created: Wed, 20 Aug 2014, 22:20:59 EST by Gail Chittleborough

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.