Successful university-school partnerships: an interpretive framework to inform partnership practice
Contribuinte(s) |
Evagorou, Maria Michelini, Marisa |
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Data(s) |
01/01/2015
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Resumo |
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. |
Identificador | |
Idioma(s) |
eng |
Publicador |
European Science Education Research Association |
Relação |
http://dro.deakin.edu.au/eserv/DU:30087261/hobbs-successfuluniversity-evid-2015.pdf http://dro.deakin.edu.au/eserv/DU:30087261/hobbs-successfuluniversityschool-2015.pdf http://www.esera.org/media/eBook%202015/eBook_Part_13_links.pdf |
Direitos |
2015, ESERA |
Tipo |
Conference Paper |