Publication Date

2018

Abstract

The following case study investigates the STEPS Interpretive Framework for its value in illuminating a long-standing and evolving university–school partnership, the Catholic Teacher Education Consortium (CTEC). The presentation of a model of key features for “successful” teacher education partnerships, as proposed in the STEPS Interpretive Framework (Jones et al. in Teaching and Teacher Education 60:108–120, 2016, p. 109), challenges us as participants in a partnership to reflect on what has been achieved, to consider what we have not accomplished and to plan future action based on these insights.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

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