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

• Published in: Teaching and teacher education 2016-11, Vol.60, p.108-120
• Main Authors: Jones, Mellita, Hobbs, Linda, Kenny, John, Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Herbert, Sandra, Redman, Christine
• Format: Article
• Language: English
• Subjects: Interpretive framework; Partnerships; School-based; Science education; Teacher education; University-school partnership
• ISSN: 0742-051X; 1879-2480
• 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. •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.