ABSTRACT

Current research suggests partnerships between universities and schools create learning advantages for pre-service and beginning teachers while opening new research avenues and school relationships for academics and universities. This paper argues that these findings are often based on a business-orientated definition of ‘partnership’ and originate from studies that examine partnerships which are frequently based in North America and Europe. Thus, the existing studies often focus on partnerships that create learning advantages, but only in profitable or scalable ways that might lead to formal or enhanced collaborations. This paper critically examines the literature and problematises their findings amongst four case studies of partnerships of various sizes and levels of bureaucracy to determine if the literature’s broader conclusions remain true when applied to less business-driven views of partnerships that consider ‘partnership’ in a broader definition. The paper makes a scholarly contribution by informing the audience of what benefits can come to those involved in school and university partnerships of different sizes, and when not preoccupied with creating partnerships for immediate or potential profit.

摘要

目前的研究表明，大学和学校之间的合作伙伴关系为职前教师和初任教师创造了学习优势，同时为学术界和大学开辟了新的研究途径和学校关系。本文认为，这些发现通常基于以商业为导向的“合作伙伴关系”定义，并且源自对通常位于北美和欧洲的合作伙伴关系进行研究的研究。因此，现有的研究通常侧重于创造学习优势的伙伴关系，但仅限于可能导致正式或加强合作的盈利或可扩展的方式。本文批判性地审查了文献，并在关于不同规模和官僚机构级别的伙伴关系的四个案例研究中对他们的发现进行了问题化，以确定文献的更广泛结论在应用于不太商业驱动的伙伴关系观点时是否仍然正确，这些观点在更广泛的范围内考虑“伙伴关系”。定义。该论文通过告知受众参与不同规模的学校和大学合作伙伴关系可以带来哪些好处，以及在不专注于建立直接或潜在利润的合作伙伴关系的情况下，做出了学术贡献。