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Successful university-school partnerships: An interpretive framework to inform partnership practice


Jones, M and Hobbs, L and Kenny, J and Campbell, C and Chittleborough, G and Gilbert, A and Herbert, S and Redman, C, Successful university-school partnerships: An interpretive framework to inform partnership practice, Teaching and Teacher Education, 60 pp. 108-120. ISSN 0742-051X (2016) [Refereed Article]

Copyright Statement

Copyright 2016 Elsevier Ltd.

DOI: doi: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.

Item Details

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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