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

conference contribution
posted on 2015-01-01, 00:00 authored by Linda HobbsLinda Hobbs, M Jones, J Kenny, Coral Campbell, Gail Chittleborough, Sandra Herbert, A Gilbert, C Redman
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.

History

Event

European Science Education Research Association. Conference (11th: 2015: Helsinki, Finland)

Volume

Part 13

Pagination

2073 - 2084

Publisher

European Science Education Research Association

Location

Helsinki, Finland

Place of publication

[Helsinki, Finland]

Start date

2015-08-31

End date

2015-09-04

ISBN-13

9789515115416

Language

eng

Publication classification

E Conference publication; E1.1 Full written paper - refereed

Copyright notice

2015, ESERA

Editor/Contributor(s)

M Evagorou, M Michelini

Title of proceedings

ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future

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