Lines of school-university partnership : Perception, sensation and meshwork reshaping of pre- service teachers' experiences

Journal article


Lemon, Narelle, Wilson, Anat, Oxworth, Catherine, Zavros-Orr, Agli and Wood, Bryan. (2018). Lines of school-university partnership : Perception, sensation and meshwork reshaping of pre- service teachers' experiences. Australian Journal of Teacher Education. 43(10), pp. 81-97. https://doi.org/10.14221/ajte.v43.n10.5
AuthorsLemon, Narelle, Wilson, Anat, Oxworth, Catherine, Zavros-Orr, Agli and Wood, Bryan
Abstract

School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of ‘meshworks’, that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017) – specifically the lines of ‘partnership’, ‘partnership understanding’, ‘involvement’, ‘supporting pre-service teachers’, ‘noticing of pre-service teachers’, and ‘impact’. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a call to action from Australian Institute for Teaching and School Leadership (AITSL) can illuminate how working closely together can support the development of pre-service teachers. We conclude by suggesting that future teacher quality is dependent upon the strength of the intersections of these school-university partnerships.

Keywordsinitial teacher education; pre-service teachers; university-school partnerships; partnerships; collaboration
Year2018
JournalAustralian Journal of Teacher Education
Journal citation43 (10), pp. 81-97
PublisherSocial Science Press
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.v43.n10.5
Scopus EID2-s2.0-85057125444
Research or scholarlyResearch
Page range81-97
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
OnlineOct 2018
Publication process dates
Deposited24 May 2022
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