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.
Author(s): Daniela Acquaro, Ondine Jayne Bradbury
Publisher: Springer
Year: 2023
Language: English
Pages: 226
City: Singapore
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
