Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Initial Teacher Education (original) (raw)
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Successful university-school partnerships: An interpretive framework to inform partnership practice
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. a b s t r a c t 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 Pedagog-ical 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.
Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI), 2020
The volume the reader has in her/his hand or reads on her/his screen is the outcome of a research project realised in 2019 in the framework of the European Doctorate in Teacher Education (EDiTE) project supported by the European Union's Horizon 2020 research and innovation program. 1 As the introduction of this book explains, EDiTE was run by a consortium of five European universities, each of them providing teacher education, and committed to develop a common doctoral program to train researchers interested in the work and education of teachers. The research program presented in this volume was initiated as part of a work package focusing on "building partnerships", coordinated by ELTE University, Budapest. It aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. Cooperation between universities and schools in the field of teacher education can be interpreted as a specific form of the "knowledge triangle". 2 This kind of cooperation can provide an ideal framework for linking research, education and innovation in the education sector. Partnership relations between schools and universities can produce various beneficial outcomes. First, and most importantly, they can significantly improve the quality and relevance of university-based teacher education, making it possible for universities to provide the practical training necessary to develop the teaching skills of future teachers. Universities pretend they are capable to train teachers, and most people do not have any doubt in this, but in reality most of them are not, especially when their main mission becomes creating new theoretical knowledge. The skills to teach can be developed only through practicing these skills. Reflecting systematically and scientifically to practice is necessary but this reflection is possible only if teaching practice really occurs. This is why teacher training universities need schools as partners and take the responsibility for educating teachers in cooperation with them. SUPs can also contribute to the improvement of the work of practitioners, especially through improving their innovation, knowledge management and research capacities. Effective SUPs can lead to the emergence of "researching schools" or "professional development schools" operating as intelligent knowledge producing learning organisations. In many education systems governments try to transform schools into intelligent learning organisations, and one of the most effective ways of doing this is to connect them with universities which have always been defined as knowledge producing institutions. Teachers and schools in continuous interaction with academics wo do theoretical research have higher chances of becoming reflective professionals who are capable to see their own practice beyond the daily routines. Furthermore, SUPs can support high quality educational research as they provide stable institutional frameworks for data collections, case studies, action research initiative, classroom observations, advanced experimentations, impact assessments and other forms of research activities. In these frameworks schools may operate similarly to clinics connected with medical 1 Marie-Sklodowska-Curie grant agreement number: 676452. See the website of the EDiTE project here: http://www.edite.eu 2 See: "School-university partnership for effective teacher learning." Issues Paper for the seminar co-hosted by
An Introduction to School-University Partnerships-Innovation in Initial Teacher Education
School-University Partnerships—Innovation in Initial Teacher Education, 2022
School-university partnerships have now become a fundamental foundation of initial teacher education programs across Australia. Firmly embedded in the program standards required to accredit pre-service teacher preparation courses, the importance of these partnerships is widely recognised. Incentivised through policy, the focus on school-university partnerships is front and centre within initial teacher education; however, the emphasis is now shifting towards the quality and sustainability of partnerships. Embedding of successful sustainable partnerships requires a deep understanding of contextual factors that are both unique and common to each partner. Understanding the strengths and needs of each partner creates the necessary conditions for innovation. This chapter introduces this edited collection of Australian school-university partnerships. The contributions are first-hand accounts from those who oversee the school-university partnership within each institution, providing both theoretical and practical understandings of how these partnerships are formed, their function and future considerations for the sustainability of these partnerships. Each contribution is distinct, each showcasing unique approaches to partnership and each demonstrating the transformation emerging from cross-sectoral collaboration.
University-School Partnership: Feedback and Assessment
Eğitimde Nitel Araştırmalar Dergisi, 2022
In this study, we aimed to reach the opinions and feedback of university-school partnership stakeholders about the university-school partnership. In this direction, the stakeholders' opinions and experiences regarding the partnership were analyzed. The study is in phenomenological research design, and semi-structured interviews were conducted with 60 participants: teachers, student teachers, lecturers, students, parents, and administrators. Content analysis results show that the feedback and assessments of the university-school partnership stakeholders were grouped under the themes of the assessment method, criticism, and expectations, and several sub-themes under each theme. In line with these findings, we tried to reveal the most crucial points in developing and maintaining university-school partnerships. In addition, at the end of the study, we indicated some suggestions such as essential quality indicators for partnerships, providing open communication channels, clearly expressed roles and responsibilities, strong relations via trust and mutual benefit, and a participatory decision-making process.
2002
It has been argued that teacher educators are increasingly marginalised and have become largely invisible in both schools and universities (Jasman, 2002). The implications of this for the quality and future of teacher education programs and schooling are significant. Accordingly, this paper examines the perceptions and experiences of teachers in schools, student teachers and university staff involved in innovative attempts to develop school-university partnerships. Specifically, the nature and quality of school-university partnerships are discussed with reference to three varied case studies. The metaphor of 'face', derived from one teacher's comment that what s/he wanted was contact with "someone who had a permanent face at the university", is used to explore these case studies. This paper will consequently examine a range of strategies designed to create less uncertainty in school-university partnerships. These strategies include the maintenance of continuity...
Developing effective school and university partnerships for teacher education
The use of school-university partnerships to address the theory-practice divide in teacher education has recently come to attention in international teacher education studies (e.g. [1], [2]). Schooluniversity partnerships are particularly important in primary science teacher education as a means to overcome limited opportunities primary pre-service teachers have to observe and practice science teaching during their Practicum. Their opportunities are limited due to a lack of practising teachers who include science in their classroom teaching or who do not feel sufficiently competent to act as science mentors. This is generally attributable to low teacher confidence and knowledge of how to teach science [3]. This workshop will report on a study which is exploring existing school-university partnerships in science teacher education at 5 Australian universities. Utilising a multiple case study methodology [4], the project has examined the experiences of establishing, maintaining and developing these partnership and explored the benefits of the partnerships for pre-service teachers, practising teachers and schools. A key outcome of the project is the development of an "Interpretive Framework" in which partnership practices were exemplified, contextualised and summarised, documenting key phases in the development of partnership arrangements. The Framework is currently undergoing validation with Australian universities. In this paper, the authors present the Framework to an broader audience for comment and seek to explore its relevance and transferability to school-university partnerships in an international context.
2006
Collaboration between academics, staff and students is promoted as a way to foster professional relationships, foster change and develop common understanding across both the school and university contexts. In a time when education is under frequent criticism it is necessary to break down the barriers between the two contexts and work together collegially. It is within this climate that a small team of academics from the Faculty of Education at the University of Wollongong and teachers from Grays Point Public School (a southern suburb of Sydney) have launched a collaborative research project. As we begin this professional journey we have begun to identify the specific roles and responsibilities for each party. We recognise that personnel from both the school and the university contexts have tremendous knowledge they are able to share. As we embark on this partnership, it is our aim to weave value-added, mutually beneficial and collaborative relationships into our ongoing professional interactions. However, this partnership has not come easily. In our articulation of our journey as we establish this professional relationship, we are able to identify a number of enablers and inhibitors that have impacted upon the experience.