Abstract
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.
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Bernay, R., Stringer, P., Milne, J. et al. Three Models of Effective School–University Partnerships. NZ J Educ Stud 55, 133–148 (2020). https://doi.org/10.1007/s40841-020-00171-3
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DOI: https://doi.org/10.1007/s40841-020-00171-3