ABSTRACT

Across Australia and around the world, school-university partnerships have been advocated by researchers and policymakers as a means of bridging the perceived theory-practice divide for which teacher education programs have been criticised. A range of literature exists that explores school-university partnerships either from a theoretical perspective, or grounded in specific examples. As these pieces of research typically provide an overview of school-university partnerships in general, or rely on findings from one or two partnerships, a broad understanding of partnerships and the research gaps that remain can be difficult to ascertain. This paper presents a systematic literature review to provide collective evidence on the implementation of Australian school-university partnerships for the purpose of developing pre-service teachers. The review reports on 59 sources, providing insights into the range of school-university partnerships in existence. It also highlights the benefits and challenges encountered through partnership implementation and proposes opportunities for future research.

摘要

在澳大利亚乃至世界各地，研究者和决策者都提倡建立大学与大学之间的伙伴关系，以弥合人们批评教师教育计划的理论与实践之间的鸿沟。已有大量文献从理论角度或以具体实例为基础探索学校与大学之间的伙伴关系。由于这些研究通常会概述学校与大学之间的伙伴关系，或者依赖于一两个伙伴关系的发现，因此很难确定对伙伴关系和尚存在的研究差距的了解。本文提供了系统的文献综述，以提供有关澳大利亚学校与大学合作伙伴关系实施情况的集体证据，以发展职前教师。该评论报告了59种资料来源，提供了对现有学校与大学合作伙伴关系范围的见解。它还强调了通过实施合作伙伴关系所遇到的收益和挑战，并提出了未来研究的机会。