How significant is partnership formation in area-based projects to increase parental attendance at maternal and child health services

Objectives: 

A “partnership in teaching excellence”: ways in which one school-university partnership has fostered teacher development

This paper reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership, currently in its third year of implementation, entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. The foundational aims of the partnership include addressing the gap between theory and practice, facilitating pre-service teacher recruitment and providing a guarantee of future employment for identified Faculty of Education students through the provision of pre-service teacher scholarships. Data for the study were collected via two program reviews, conducted at the end of the first and third years of the program. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.

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

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 in understanding 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.

Building an effective school-university partnership : a cluster approach

Deakin University has introduced a new Master of Teaching course incorporating a new form school-university partnership that we refer to as the ‘cluster approach’. In addition to responding to recent state and National reports on teacher education (e.g. House of Representatives Standing Committee on Education and Vocational Training, 2007; Kruger et al., 2009; Parliament of Victoria Education and Training Committee, 2005), this cluster approach aims to respond directly to recommendations from the Australian Teaching and Learning Council funded project into practicum partnerships (Ure, 2009), and focuses specifically on one of the reform agendas of the National Partnership Agreement on Improving Teacher Quality, that of ‘improving the quality and consistency of teacher training in partnership with universities’ (see http://smarterschools.gov.au/nationalpartnerships/Pages/ImprovingTeacherQuality.aspx)
Learning to teach is a continuum whereby teachers create new understandings and build professional knowledge and practice in collaboration with colleagues during their pre-service teacher education and then during their careers as teachers (Fieman-Nemser 2001). Learning to teach is not a sole learning activity; rather teachers learn in communities and in collaboration with colleagues. Moreover, teachers are always balancing ‘being the teacher’ while at the same time ‘becoming a teacher’ (e.g. Britzman, 2003). Thus, they balance the notion of ‘doing teaching’ while at the same time ‘learning teaching’, and this is nowhere more evident than during the professional experience component of teacher education. This cluster approach is based on these premises.
The work of Le Cornu (2004), Le Cornu and Ewing (2008) and Little (2001) also informed aspects of the approach, which is predicated on ‘reciprocal relationships’ amongst pre-service teachers, and between pre-service teachers and experienced teachers both in schools and in universities. It frames teachers as cultural producers of knowledge, pre-service teachers as new resources bringing different ideas and practices into schools and schools as knowledge building communities (Little 2001, Nias 1998, Retallick et al 1999, Veugelers & O’Hair 2005).

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

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.

UnitingWorld : Partnership for effective involvement in mission including development

This chapter argues that, both theologically and practically, development is a form of mission and therefore dividing 'mission' and 'development' is artificial. A theological understanding of mission clearly incorporates upholding rights especially of people most excluded and vulnerable, the core task of development.One church agency involved in both development and supporting partners in communicating the gospel is UnitingWorld – the national agency of the Uniting Church in Australia responsible for international partnerships including development. The Uniting Church was formed in 1977 from the merging of three denominations, all of which had a long history of overseas engagement – for example with Fiji since 1844 and Korea since 1889. Such partnerships have endured and spread to the point where the Uniting Church now has thirty six formal partners, mainly in the Pacific and Asia.Over the past 20 years, a range of social trends, such as decolonisation, climate change, and increased global commitment to justice, as well as changes in missiological thinking, have influenced collaboration with indigenous churches as well as organisations not explicitly Christian.Recolonising approaches by international inter-government bodies and by the Australian government through promoting predominantly western neo-liberal economic values to neighbours, invites the church to collaborate in valuing partner cultures, spiritualities, values and world-views. For UnitingWorld this is most evident in its Pacific engagement, especially with programs arising from the Pacific Conference of Churches.These factors have further relativised the tensions between what was seen as “mission” and what was seen as “development”. Evangelism as communication of good news exhibits a different hue – now coming out of the natural conversations between partners and speaking of God’s life- giving alternatives to destructive social and economic models. Whilst development is inherent in mission, the major challenge faced by UnitingWorld is with Protestant partners strongly influenced by an era of church teaching that emphasised personal commitment tied to distinctive religious expressions.In this chapter we use case studies from the Pacific to show how UnitingWorld is partnering with a range of church and other organisations to support people in exercising their rights and re-engaging Australian church communities in this task.