A partnership journey narrative: The case of Damtru, science teacher educator

Book chapter

Jones, Mellita. (2018). A partnership journey narrative: The case of Damtru, science teacher educator. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 123 - 137 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_7

Authors	Jones, Mellita
Editors	L. Hobbs, C. Campbell and M. Jones
Abstract	This chapter depicts the journey of establishing and enacting a particular partnership arrangement. It details the roles of lecturer, teacher, pre-service teacher, and school children in the different stages of partnership practice to illustrate how the partnership was established, maintained, and evaluated. The narrative style takes the reader on a journey through the considerations, decisions, and experiences of being involved in a university–school partnership arrangement. The purpose of such a narrative is to provide a rich depiction of how a partnership is “lived” by its various actors. This depiction should enhance the reader’s capacity to both interpret and apply the Interpretive Framework set out in this book to his or her own partnership practice, as well as gain some insights into the value and challenges inherent in partnership practices from the perspectives of those involved.
Keywords	partnerships; teacher education; pre-service teachers; teachers; science teacher educators
Page range	123 - 137
Year	2018
Book title	School-based partnerships in teacher education: A Research informed model for universities, schools and beyond
Publisher	Springer Nature
Place of publication	Singapore
ISBN	9789811317941
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-981-13-1795-8_7
Scopus EID	2-s2.0-85063525133
Research Group	School of Education
Publisher's version	File Access Level Controlled

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