IntroductionThe growth of international collaborative development and research programmes owes much to a greater focus on transcultural research, funding in this regard, and the concern of universities to extend their international visibility (Rigby & Edler, 2005). It has also raised significant challenges and concerns regarding the conceptualisation and dissemination of international educational research, its sustainability, and the development of collaborative partnerships that transcend international borders. Furthermore, as those of us who have been closely involved in the development of international educational research and development projects have learned, developing sustainable international partnerships has been difficult, and has often been fraught with issues. These issues are not only related to processes of funding, knowledge production, and who the ultimate beneficiaries of the research will be, but also to partnership relationships as well as transcultural communication and intercultural learning.In this article, I focus on revisiting my field notes and personal reflections from a reflexive diary (ethnographic account), that I kept during an international project in education in Palestine that came to an end in 2014, in order to explore aspects that could possibly have influenced the development of sustainable international partnerships in education that brought about change. The purpose is to analyse my own reflections during the project and after it came to an end and, by connecting the personal to the cultural in this way, possibly contribute to further development of knowledge in this field.The project in Palestine cannot be characterised as a research project as such, but rather as an externally funded knowledge exchange project in education, with a strong emphasis on evaluation research in order to monitor progress and evaluate the impact of the project. As this project came to a close, it generated new projects and influenced the development of revised policies on teacher education. The dynamic relationship between international collaborative projects in higher education and the nature, scale, sustainability, and quality of our collaboration in bringing about educational change in this project has also become clearer. I, therefore, increasingly realised that the role that quality of collaboration played within this project, including the willingness of individuals and collective team groups to transcend international sociocultural boundaries, cannot be underestimated. The challenging path that this partnership followed enabled the greater international project team, as well as the Palestinian project team, to accomplish much more than we would have been able to achieve as individual researchers or as consultants at individual universities. Furthermore, my personal belief in the integral connection between the quality of human relationships in complex international educational research settings and the validity of processes in projects aimed at bringing about social change was confirmed.Brief Description of the International Project in EducationThe main objective of this knowledge exchange project was to improve the quality and relevance of the teaching practice component of teacher education programmes for primary school-aged pupils in Grades 1-4 in Palestine (West Bank and Gaza). In pursuance of this objective, the World Bank funded a Teacher Education Improvement Project (TEIP) in 2010, for which an international cross-faculty, cross-university team successfully bid to act as international consultants. Notification of the contract was received in March 2011, and the project came to a close in 2014. Strategic planning to achieve the overall goal of this project within a period of about 36 months was informed by a coherent body of knowledge derived from international research and practice in teacher education, whole-school improvement, and continuing professional development. …

中文翻译：

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国际教育合作伙伴关系的可持续性：个人研究历程

引言国际合作发展和研究计划的增长很大程度上归功于对跨文化研究的关注，这方面的资金投入以及大学对扩大其国际知名度的关注（Rigby＆Edler，2005）。它还对国际教育研究的概念化和传播，其可持续性以及发展超越国际边界的合作伙伴关系提出了重大挑战和关切。此外，正如我们中那些密切参与国际教育研究与开发项目发展的人所学到的那样，建立可持续的国际伙伴关系一直很困难，而且常常充满问题。这些问题不仅与融资流程有关，知识的产生，研究的最终受益者，以及伙伴关系，跨文化交流和跨文化学习。在本文中，我着重于反思自述日记（人种学研究）中的田野笔记和个人反思，这是我在2014年结束的巴勒斯坦国际教育项目中保留的，目的是探讨可能影响可持续国际教育伙伴关系发展并带来变化的方面。目的是分析项目过程中以及项目结束后我自己的想法，并通过这种方式将个人与文化联系起来，可能有助于该领域知识的进一步发展。巴勒斯坦的项目本身不能被认为是研究项目，而可以说是教育方面的外部资助知识交流项目，其重点是评估研究，以监测进展情况并评估该项目的影响。随着该项目的结束，它产生了新的项目，并影响了修订后的教师教育政策的制定。高等教育国际合作项目与我们在该项目中带来教育变革的合作的性质，规模，可持续性和质量之间的动态关系也变得更加清晰。因此，我越来越意识到协作质量在这个项目中所扮演的角色，包括个人和集体团队超越国际社会文化边界的意愿，不可低估。这种伙伴关系所遵循的具有挑战性的道路使更大的国际项目团队以及巴勒斯坦项目团队能够完成远远超过我们作为单个研究人员或在各个大学担任顾问所能实现的目标。此外，我个人认为，在复杂的国际教育研究环境中，人际关系的质量与旨在实现社会变革的项目程序的有效性之间存在着不可分割的联系。国际教育项目简介该知识交流项目的主要目的是提高巴勒斯坦1-4年级（西岸和加沙地带）小学生的教师教育计划的教学实践部分的质量和相关性。 。为了实现这一目标，世界银行在2010年资助了教师教育改进项目（TEIP），该项目由一个国际跨学府，跨大学团队成功竞标，担任国际顾问。该合同的通知于2011年3月收到，该项目于2014年结束。战略规划是在大约36个月的时间内实现该项目的总体目标的，这得益于国际研究和开发的连贯知识。师范教育实践 整个学校的进步，以及持续的专业发展。…