School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond

Description

This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education. Front Matter ....Pages i-xix Front Matter ....Pages 1-1 Theory and Practice: The Context of Partnerships in Teacher Education (John Kenny, Mellita Jones, Christopher Speldewinde)....Pages 3-19 Science Teacher Education Partnerships with Schools (STEPS) (Andrew Gilbert, Sandra Herbert)....Pages 21-37 Models of School-Based Practice: Partnerships in Practice (Coral Campbell, Gail Chittleborough, Andrew Gilbert, Linda Hobbs, Mellita Jones, John Kenny et al.)....Pages 39-57 Front Matter ....Pages 59-59 Linking Theory and Practice Through Partnerships (Gail Chittleborough, Mellita Jones)....Pages 61-82 Representing Partnerships Practices (Christine Redman, Coral Campbell)....Pages 83-97 Growing University–School Partnerships (Mellita Jones, Gail Chittleborough)....Pages 99-122 A Partnership Journey Narrative: The Case of Damtru, Science Teacher Educator (Mellita Jones)....Pages 123-137 Growing Through Partnerships (Linda Hobbs, Coral Campbell)....Pages 139-167 Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors (Sandra Herbert, Christine Redman, Christopher Speldewinde)....Pages 169-189 Front Matter ....Pages 191-192 Teacher Education at Trinity University Meets the STEPS Interpretive Framework (Shari Albright, Angela Breidenstein, Josephine Ryan)....Pages 193-207 A New Zealand Collaborative University–School Partnership: Applying the STEPS Framework (Beverley Cooper, Bronwen Cowie, Coral Campbell)....Pages 209-218 The Case of the Catholic Teacher Education Consortium: Using the STEPS Framework to Analyse a School–University Partnership (Sarah Nailer, Josephine Ryan)....Pages 219-229 Negotiating Partnerships in a STEM Teacher Professional Development Program: Applying the STEPS Interpretive Framework (Linda Hobbs, John Cripps Clark, Barry Plant)....Pages 231-245 Scientists and Mathematicians in Schools: CSIRO, Australia (Coral Campbell, Russell Tytler)....Pages 247-257 Case Studies Exploring the Applicability of the STEPS Interpretive Framework in Other Professions (John Kenny, Christopher Speldewinde, Annette Marlow, Ian Parsons)....Pages 259-269 Visionary Practice (Linda Hobbs, John Kenny)....Pages 271-285