Jones, M. M, Hobbs, L., Kenny, J. D, Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S. & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education,60 108-120. United Kingdom: Elsevier Ltd. Retrieved from https://doi.org/10.1016/j.tate.2016.08.006
This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning their established and successful school-based science teacher education programs. Results from interviews with teacher educators, school staff and pre-service teachers, show four components that guide the successful and sustainable use of university-school partnerships. These components: Guiding Pedagogical Principles; Growing University-School Partnerships; Representations of Partnership; and Growth Model provide a scaffold for initiating, growing and sustaining partnerships that maximise the benefits for all. The essential role of both university and school staff is also highlighted.
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