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.

Item Type:	Refereed Article
Keywords:	partnerships, work integrated learning, linking theory and practice
Research Division:	Education
Research Group:	Education systems
Research Field:	Teacher education and professional development of educators
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Policies and development
UTAS Author:	Kenny, J (Associate Professor John Kenny)
ID Code:	111216
Year Published:	2016
Web of Science® Times Cited:	23
Deposited By:	Education
Deposited On:	2016-09-05
Last Modified:	2022-05-19
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