School-University Partnerships and Enhancing Pre-service Teacher Understanding of Community

Book chapter

Nailer, Sarah and Ryan, Josephine Mary. (2021). School-University Partnerships and Enhancing Pre-service Teacher Understanding of Community. In Third International Handbook of Globalisation, Education and Policy Research pp. 879-893 Springer International Publishing. https://doi.org/10.1007/978-3-030-66003-1_50
AuthorsNailer, Sarah and Ryan, Josephine Mary
Abstract

Partnerships in teacher education are a priority for governments, universities and schools with widespread belief in the importance of working together. There are many potential benefits to working collaboratively and this chapter explores the reasons for involvement and perceived benefits for participants in this school-university partnership in Melbourne, Victoria. Interview data from participants reveal their desire to be involved in a partnership to develop ongoing and long-term relationships. Participants highlighted the importance of pre-service teachers (PSTs) gaining knowledge and understanding of the community in which the school was situated. PSTs identified their involvement in the designated tutorial group as central to their positive experiences as first-year undergraduate students in a Bachelor of Teaching/Bachelor of Arts as it gave them a sense of belonging. Participants from all participant groups indicate a desire to deepen the partnership and strengthen the ties for mutual benefit.

Keywordseducation; teachers; school; university
Page range879-893
Year01 Jan 2021
Book titleThird International Handbook of Globalisation, Education and Policy Research
PublisherSpringer International Publishing
Place of publicationSwitzerland
ISBN978-3-030-66002-4
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-66003-1_50
Web address (URL)https://link.springer.com/chapter/10.1007/978-3-030-66003-1_50
Open accessPublished as non-open access
Research or scholarlyResearch
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All rights reserved
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Controlled
Output statusPublished
Publication dates
Print18 Sep 2021
Publication process dates
Deposited24 Jan 2024
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© 2021 Springer Nature Switzerland AG.

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