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

被引：34

作者：

Jones, Mellita ^{[1
]}

Hobbs, Linda ^{[2
]}

Kenny, John ^{[3
]}

Campbell, Coral ^{[2
]}

Chittleborough, Gail ^{[2
]}

Gilbert, Andrew ^{[4
]}

Herbert, Sandra ^{[2
]}

Redman, Christine ^{[5
]}

机构：

[1] Australian Catholic Univ, POB 650, Ballarat, Vic 3353, Australia

[2] Deakin Univ, Geelong, Vic 3217, Australia

[3] Univ Tasmania, Hobart, Tas 7001, Australia

[4] George Mason Univ, Fairfax, VA 22030 USA

[5] Univ Melbourne, Melbourne, Vic 3010, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 60卷

关键词：

Partnerships; Science education; School-based; Teacher education; Interpretive framework; University-school partnership; TEACHER-EDUCATION; SELF-EFFICACY; SCIENCE;

D O I：

10.1016/j.tate.2016.08.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：108 / 120

页数：13

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