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Lines of school-university partnership : Perception, sensation and meshwork reshaping of pre- service teachers' experiences
Lemon, Narelle Wilson, Anat Oxworth, Catherine Zavros-Orr, Agli Wood, Bryan
Lemon, Narelle
Wilson, Anat
Oxworth, Catherine
Zavros-Orr, Agli
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.
Keywords
initial teacher education, pre-service teachers, university-school partnerships, partnerships, collaboration
Date
2018
Type
Journal article
Journal
Australian Journal of Teacher Education
Book
Volume
43
Issue
10
Page Range
81-97
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled