International Perspectives on School-University Partnerships: Research, Policy and Practice

Description

This book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries. Moving beyond transactional arrangements, the book showcase various models of school–university partnerships, and explores the role of policy, research, and practice, across the life cycle of partnerships. This edited collection presents a strong body of evidence with global significance, providing valuable insights into catalysts for partnerships, the drivers for transformational change, and generative growth resulting from authentic collaboration. An important reference for all teacher education providers, schools, and educational stakeholders, this book showcases global examples of the power of partnerships in an era necessitating cross sectoral collaboration to address contemporary societal challenges. Foreword Contents Editors and Contributors 1 School-University Partnerships—Moving Beyond Transactional References 2 Requiring Authenticity: ITE Partnership Policy in Aotearoa New Zealand The ITE Requirements Positioning Theory Using Positioning Theory to Understand the 2019 ITE Program Approval Requirements Speech Acts, Positions and Storylines 2017–2019 Key Speech Acts NZCER Review of High-Quality Practica (Whatman & McDonald, 2017) TCNZ: Future Focused Proposals Consultation 2017 NAMSA: Strategic Direction 2017 TCNZ: Vision and Detailed Decisions 2017 ERO: Newly Graduated Teachers: Preparation and Confidence to Teach (2017) NAMSA: ITE Position Paper 2018 MartinJenkins: Evaluation of Exemplary Postgraduate ITE Programs 2018 TCNZ: Feedback on Draft Requirements Summary 2018 Braided Storylines Conclusions References 3 Leveraging Existing Policy for a University/K-12 Partnership: Using a Teacher Residency and Induction Model to Address a Teacher Shortage in Virginia, USA Introduction Virginia’s Teacher Shortage Within the National Context Existing Practices to Address Virginia’s Teacher Shortage The STEP Residency and Induction Program Benefits of STEP Program and Partnership Opportunities for Promotion Financial Incentives Teacher Pipeline and Retention Supports Preliminary Findings Considerations and Next Steps Communication and Shared Responsibility Within the Partnership Enactment of a New Teacher Preparation and Support Model at the School Site Next Steps Conclusion References 4 Service Learning During Lockdown: A School-University Rural Community Outreach Partnership in the Philippines Introduction School-University Partnerships Within ADNU’s Service-Learning Programs Fostering University-School Partnerships Through Service Learning ADNU Service Learning in the Pandemic Understanding Our Impact Methodology Findings Service Learning for Teacher-Education Students Service Learning as a “Cumbersome Endeavour” Service Learning for the Rural Pupils, Their Parents, and Teachers Need for One Sustained Partnership Need for “Local Needs Assessments” Conclusion References 5 Co-existing Sites of Teacher Education: A University and School Partnership in Glasgow Introduction Changes in Views of Knowledge Changes in Site and Nature of Teacher Education Roles New Challenge Reflections Structure Tensions Values References 6 School–University Partnerships in Vietnam: Insights, Reflections, and Recommendations Introduction School–University Partnership: Aims, Characteristics, and Challenges Methods Analysis of Policy Documents Analysis of Secondary Data from a University of Education Policy on School–University Partnerships in Vietnamese Higher Education Partnership in Pre-service Teacher Education Partnership in Continuing Professional Development Partnership in Research Partnership in Community Education School–University Partnership in a Vietnamese University Practicum-Based Learning Continuing Professional Development Educational Research Discussion of Insights and Issues Conclusions and Recommendations References 7 Professional Learning and Development Partnerships as a Vehicle for Teacher Empowerment in Ireland Introduction Policy Context and Support for Partnerships in Teacher Education in Ireland What? So What? and Now What? What? So What? Individual Empowerment Individual and Community Empowerment Organisational Empowerment (And Its Empowerment Prerequisites) Now What? References 8 Stimulating Australian STEM Education in Regional Queensland Through a Novel School–University–Industry Partnership Introduction Background Literature STEM Challenges in Australian Contexts School–University–Industry Partnerships Methodology What Is STEM Central? A Collaborative University–School–Industry Partnership that Responds to the Needs of the Region STEM Central University–School–Industry Partnership Case Studies STEM Professional Development (PD) for Year 3 and 4 Teachers Year 9 and 10 Science Experience What Do the Case Studies Tell Us? Year 3 and 4 Teacher PD Science Experience Future Considerations Conclusion References 9 In-Service Teacher Preparation for Entrepreneurship Education in Secondary Schools: A University and Rio De Janeiro State Department of Education Partnership Introduction Background to the Partnership Background to the Partnership Between SEEDUC-RJ and UFF The UFF-SEEDUC-RJ Partnership Model Analysis of the UFF and SEEDUC-RJ Partnership Model and the Challenges for Its Successful Implementation Final Remarks References 10 Integrating Initial Teacher Education and Induction in Scotland Becoming a Qualified Teacher in Scotland: An Innovative Route Partnership in Funding and Development of the SIR Addressing Barriers to Joining the Profession Creating an Integrated ITE/TIS Programme Furthering the Role of Fully Qualified Teachers as Teacher Educators Understanding the Outcomes of the SIR Where Are We Now? References 11 Service Learning in Italy: A Bridge Between Academia and Society Introduction Toward a New Education Policy Service Learning and the Development of Civic Responsibility Inspired by Dewey: An Experiential and Communitarian Framework Looking at the Experience The Program and the Partnership Analysis of the Feedback Conclusion References 12 The Network of Erfurt Schools (NES): Professionalization of School Actors and School Development Through School, School Supervisory Authority, and University Cooperation in Switzerland Introduction Objectives Target Group Implementation of Multiple Learning Approaches in NES Training Events or Thematic Plenary Events Working Groups Participation in International Education Conferences Literature and Working Materials for Self-study Learning Location Practice/school (in the School Team) Cooperation and Collaboration Discussion Rounds (Fireside Evenings) Job Shadowing and Internships Knowledge Management Versus Portfolio: A Virtual Learning Environment as a Support Self-assessment and Feedback Through Evaluation and CPSM Project History Feedback on the Aimed Principles Follow-Up Cooperative Leadership and Cooperation in the School Are Essential Cooperation Between Schools Enables New Perspectives Cooperation with Other Institutions Inside and Outside the School System Conclusion References 13 Ready for What?—Digital Readiness in Teacher Education: A Case Study of Professional Partnership in Northern Ireland Context Partnership Between Universities and Schools in the Provision of Digital Skills Digital Provision Policy Educational Provision in Northern Ireland The Role of Teacher Education History of Support and Ambition for Partnership The COVID-19 Partnership Stress Test Conclusion References 14 School-University Partnerships: Moving Towards Transformation What Do We Know? What Have We Learned? The Role of Policy in School-University Partnerships The Role of Productivity in School-University Partnerships The Role of Sustainability in School-University Partnerships The Role of Civic Purpose in School-University Partnerships. Where To From Here? References