"Teaching Australia commissioned the Victoria University research team to undertake a research study into University-school partnerships with the following aims: to identify examples of effective and sustainable university-school partnerships as part of preservice teacher preparation programs, as well as research, induction and continuing professional learning for practising teachers; to analyse these programs to identify the characteristics of effectiveness and sustainability" - Introduction

Effective and sustainable university-school partnerships: beyond determined efforts by inspired individuals

A constant dilemma for teacher education in Australia and overseas is the difficulty of finding sufficient numbers of placements for preservice teachers to complete the professional experience/student teaching component of their course. Statements related to quantity of placements gain both public and professional attention while less attention is given to the quality of learning. Investigations as to why experienced teachers are reluctant to participate demonstrate that there are more complex issues than the superficial focus on numbers. They demand attention by those involved in university–school relationships. This paper proposes that by viewing the partnership from a wider perspective, concerns related to professional experience can be addressed, at the same time offering expanded opportunities for teacher professional development. Reflecting upon observations of current practices and the analysis of perspectives articulated in educational literature, the paper further proposes that a committ...

Improving Partnerships between Schools and Universities: Professional Learning with Benefits beyond Preservice Teacher Education.

This paper reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The philosophy of this programme encompasses authentic partnerships between universities, schools and other industry employers. The study was motivated by an interest inunderstanding the experiences and outcomes for the teacher practitioners and in documenting their experiences. Staff members who are currently on contract as university lecturers as well as teachers who have completed secondments and returned to school settings are surveyed. This paper focuses on suggestions to improve the partnership and discusses future directions for the partnership.

A fundamental partnership: the experiences of practising teachers as lecturers in a pre-service teacher education programme

This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the paper offers a critical perspective on the social organisation of university-based teacher education. Informed by Engestrom’s activity theory’s concept of transformation, the paper extends the discussion of contradictions in teacher education to consider the wider sociocultural relations of the work. The findings raise important questions about the way in which teacher education work within universities is organised and the division of labour between schools and universities.

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Transforming teacher education, an activity theory analysis

This paper examines the views of student teachers in Hong Kong on two mechanisms – supervised teaching practice and onsite peer observation (OPO) – which involve school–university partnership. Data were collected by using self‐administered questionnaires (n = 59) and semi‐structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school–university partnership pointing to the possible existence of some aspects of a university‐led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school–university partnership.

The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: Implications for partnership

A qualitative study was undertaken of 25 teachers who have taken time away from schools or early childhood centres to work on short-term contracts in a university college of education preservice teacher education programme. The study considers their perceptions of the experience and how this might impact on the partnerships between colleges and schools or early childhood centres. Findings suggest that there are benefits and difficulties associated with short-term contracts. However, overall participants found that teaching in a preservice teacher education programme was a very valuable professional experience and that it enhanced their ability to support student teachers more effectively.

Working as Partners: School teachers' experiences as university-based teacher educators

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Shared understandings: enhancing the practicum A study of the perceptions of teachers, employed in preservice teacher education on short term contracts, in terms of their own professional development and their development of shared understandings regarding the practicum.

Jan Chapman

Papers

Working as Partners: School teachers' experiences as university-based teacher educators

Shared understandings: enhancing the practicum A study of the perceptions of teachers, employed in preservice teacher education on short term contracts, in terms of their own professional development and their development of shared understandings regarding the practicum.