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Successful university-school partnerships: an interpretive framework to inform partnership practice
journal contribution
posted on 2016-11-01, 00:00 authored by M Jones, Linda HobbsLinda Hobbs, J Kenny, Coral Campbell, Gail Chittleborough, A Gilbert, Sandra Herbert, 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.
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Journal
Teaching and teacher educationVolume
60Pagination
108 - 120Publisher
ElsevierLocation
Oxford, Eng.Publisher DOI
ISSN
0742-051XeISSN
1879-2480Language
engGrant ID
Office of Learning and Teaching under Grant ID12-2412Publication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2016, ElsevierUsage metrics
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