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

Hobbs, Linda, Jones, Mellita, Kenny, John, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra, Gilbert, Andrew and Redman, Christine 2015, Successful university-school partnerships: an interpretive framework to inform partnership practice, in ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, European Science Education Research Association, [Helsinki, Finland], pp. 2073-2084.

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Title Successful university-school partnerships: an interpretive framework to inform partnership practice
Author(s) Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
Jones, Mellita
Kenny, John
Campbell, CoralORCID iD for Campbell, Coral orcid.org/0000-0002-1373-9168
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Gilbert, Andrew
Redman, Christine
Conference name European Science Education Research Association. Conference (11th: 2015: Helsinki, Finland)
Conference location Helsinki, Finland
Conference dates 31 Aug. - 4 Sep. 2015
Title of proceedings ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future
Editor(s) Evagorou, Maria
Michelini, Marisa
Publication date 2015
Start page 2073
End page 2084
Total pages 12
Publisher European Science Education Research Association
Place of publication [Helsinki, Finland]
Summary 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.
ISBN 9789515115416
Language eng
Field of Research 130103 Higher Education
130106 Secondary Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, ESERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087261

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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