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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 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

Journal

Teaching and teacher education

Volume

60

Pagination

108 - 120

Publisher

Elsevier

Location

Oxford, Eng.

ISSN

0742-051X

eISSN

1879-2480

Language

eng

Grant ID

Office of Learning and Teaching under Grant ID12-2412

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2016, Elsevier

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