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