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

Jones, Mellita, Hobbs, Linda, Kenny, John, Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Herbert, Sandra and Redman, Christine 2016, Successful university-school partnerships: an interpretive framework to inform partnership practice, Teaching and teacher education, vol. 60, pp. 108-120, doi: 10.1016/j.tate.2016.08.006.

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Title Successful university-school partnerships: an interpretive framework to inform partnership practice
Author(s) Jones, Mellita
Hobbs, LindaORCID iD for Hobbs, Linda orcid.org/0000-0002-6898-8495
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
Gilbert, Andrew
Herbert, SandraORCID iD for Herbert, Sandra orcid.org/0000-0001-5990-5099
Redman, Christine
Journal name Teaching and teacher education
Volume number 60
Start page 108
End page 120
Total pages 13
Publisher Elsevier
Place of publication Oxford, Eng.
Publication date 2016-11
ISSN 0742-051X
1879-2480
Keyword(s) partnerships
science education
school-based
teacher education
interpretive framework
university-school partnership
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.
Language eng
DOI 10.1016/j.tate.2016.08.006
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130313 Teacher Education and Professional Development of Educators
1303 Specialist Studies In Education
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087262

Document type: Journal Article
Collection: School of Education
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Created: Fri, 11 Nov 2016, 13:13:45 EST

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