Developing profession ready teacher education graduates through school-university partnerships : An Australian study

Journal article

Tanti, Miriam, Monteleone, Chrissy and Wong, Monica. (2023). Developing profession ready teacher education graduates through school-university partnerships : An Australian study. Asia-Pacific Journal of Teacher Education. 51(4), pp. 344-361. https://doi.org/10.1080/1359866X.2023.2227842
AuthorsTanti, Miriam, Monteleone, Chrissy and Wong, Monica
Abstract

The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period have completed surveys on their engagement. Using a Community of Practice (CoP) theoretical framework to underpin model development, it is possible to showcase the growth of the partnerships as important in informing discussion relating to the implementation of integrated school-university partnerships and practice.

Keywordscommunity of practice; partnership; school-university; mentor teachers; initial teacher education
Year2023
JournalAsia-Pacific Journal of Teacher Education
Journal citation51 (4), pp. 344-361
PublisherRoutledge
ISSN1469-2945
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2023.2227842
Scopus EID2-s2.0-85163640856
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/1359866X.2023.2227842
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range344-361
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online28 Jun 2023
Publication process dates
Accepted25 Mar 2023
Deposited08 Aug 2023
Additional information

© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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