The Ministry of Education in New Zealand in 2013 provided funding for universities to develop and implement initial teacher education programmes with innovative school–university partnerships to promote the success of graduates. To enhance the success of this new programme, four teacher educators reviewed the literature on school–university partnerships. The authors investigated critiques of and successful strategies for partnerships to develop three models to be trialled by primary school partners and the university staff involved in the pilot programme. Model A represents the traditional practicum partnership whereas models B and C look at partnership as a professional learning community. These models are explained and the findings from discussions throughout the initial implementation of the programme to determine aspects conducive to success for student teachers in each context are outlined. Questionnaires, interviews, and focus groups provided school and university staff members the opportunity to analyse the models as well as benefits and challenges of such a relationship. From this analysis, the four teacher educator/researchers concluded that working as a professional learning community with student teachers, teachers and university lecturers provided a strong foundation for partnership. School and university staff members valued working together as professional development for all partners, as a potential avenue for joint research, and as a platform to enhance student teacher’s preparedness for their first classroom.

中文翻译：

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三种有效的校校合作模式

新西兰教育部于 2013 年为大学提供资金，以通过创新的校校合作伙伴关系制定和实施初级教师教育计划，以促进毕业生的成功。为了提高这个新项目的成功率，四位教师教育工作者回顾了关于校校伙伴关系的文献。作者调查了合作伙伴关系的批评和成功策略，以开发三种模式，供小学合作伙伴和参与试点计划的大学工作人员试用。模型 A 代表传统的实习伙伴关系，而模型 B 和 C 将伙伴关系视为专业学习社区。对这些模型进行了解释，并概述了在整个计划的初始实施过程中的讨论结果，以确定有助于学生教师在每种情况下取​​得成功的方面。问卷调查、访谈和焦点小组为学校和大学工作人员提供了分析模型以及这种关系的好处和挑战的机会。从这一分析中，四位教师教育者/研究人员得出结论，作为一个与学生教师、教师和大学讲师合作的专业学习社区，为合作提供了坚实的基础。学校和大学的工作人员将合作视为所有合作伙伴的专业发展、联合研究的潜在途径以及加强学生教师为第一堂课做好准备的平台。