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

Journal article

Jones, Mellita Mary, Hobbs, Linda, Kenny, John Daniel, 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. 60, pp. 108 - 120. https://doi.org/10.1016/j.tate.2016.08.006
AuthorsJones, Mellita Mary, Hobbs, Linda, Kenny, John Daniel, Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Herbert, Sandra and Redman, Christine
Abstract

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.

Keywordspartnerships; science education; school-based; teacher education; interpretive framework; university-school partnership
Year2016
JournalTeaching and Teacher Education
Journal citation60, pp. 108 - 120
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2016.08.006
Scopus EID2-s2.0-84989845742
Page range108 - 120
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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