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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 RedmanThis 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 13Pagination
2073 - 2084Publisher
European Science Education Research AssociationLocation
Helsinki, FinlandPlace of publication
[Helsinki, Finland]Start date
2015-08-31End date
2015-09-04ISBN-13
9789515115416Language
engPublication classification
E Conference publication; E1.1 Full written paper - refereedCopyright notice
2015, ESERAEditor/Contributor(s)
M Evagorou, M MicheliniTitle of proceedings
ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable futureUsage metrics
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