Nailer, S. & Ryan, J. (2018). The case of the Catholic Teacher Education consortium: Using the STEPS framework to analyse a school-university partnership. L. Hobbs, C. Campbell, M. Jones. School-based partnerships in teacher education: A Research informed model for universities, schools and beyond 219-229. Singapore: Springer Nature. Retrieved from https://doi.org/10.1007/978-981-13-1795-8_12
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 of Education
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