Successful university-school partnerships: An interpretive framework to inform partnership practice. (November 2016)

• Record Type: Journal Article
• Authors: Jones, Mellita; Hobbs, Linda; Kenny, John; Campbell, Coral; Chittleborough, Gail; Gilbert, Andrew; Herbert, Sandra; Redman, Christine
• Is Part Of: Teaching and teacher education. Volume 60(2016)
• Page Start: 108
• Page End: 120
• Publication Date: 2016-11
• Subjects: Partnerships -- Science education -- School-based -- Teacher education -- Interpretive framework -- University-school partnership; IF Interpretive Framework -- STEPS Science Teacher Education Partnerships with Schools -- PSTs Pre-service teachers -- GPP Guiding Pedagogical Principles -- GUSP Growing University-School Partnerships -- RPP Representations of Partnership Practice; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.08.006
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: Four-part Interpretive Framework to guide university-school partnership activity. Growing University-School Partnerships: Guide to initiate, implement and evaluate partnership activity. Representations of Partnership: Connective, Generative and Transformative typology. Partnership typology represents levels of embeddedness rather than a hierarchy. Growth Model: Enablers, locus and evidence of pre-service teacher's growth.