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International Perspectives on School-University Partnerships [[electronic resource] ] : Research, Policy and Practice / / edited by Daniela Acquaro, Ondine Jayne Bradbury
| International Perspectives on School-University Partnerships [[electronic resource] ] : Research, Policy and Practice / / edited by Daniela Acquaro, Ondine Jayne Bradbury |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (228 pages) |
| Disciplina | 378.103 |
| Soggetto topico |
Education and state
Teachers—Training of Education, Higher Educational sociology Educational Policy and Politics Teaching and Teacher Education Higher Education Sociology of Education Política educativa Educació superior Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Education, Higher
Education |
| ISBN | 981-9908-07-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: School-University Partnerships - Moving Beyond Transactional -- Chapter 2: Requiring authenticity: ITE partnership policy in Aotearoa New Zealand -- Chapter 3: Leveraging existing policy for a university/K-12 partnership: Using a teacher residency and induction model to address a teacher shortage in Virginia, US -- Chapter 4: Service learning during lockdown: A school-university rural community outreach partnership in the Philippines -- Chapter 5: Co-existing sites of teacher education: A university and school partnership in Glasgow -- Chapter 6: School-university partnerships in Vietnam: Insights, reflections and recommendations -- Chapter 7: Professional learning and development partnerships as a vehicle for teacher empowerment in Ireland -- Chapter 8: Stimulating Australian STEM education in regional Queensland through a novel school-university-industry partnership -- Chapter 9: In-service teacher preparation for entrepreneurship education in secondary schools: A university and Rio de Janeiro State Department of Education partnership -- Chapter 10: Integrating initial teacher education and induction in Scotland -- Chapter 11: Service Learning in Italy: A bridge between academia and society -- Chapter 12: The Network of Erfurt Schools (NES): Professionalization of school actors and school development through school, school supervisory authority, and university cooperation in Switzerland -- Chapter 13: Ready for what? - Digital readiness in teacher education: a case study of professional partnership in Northern Ireland -- Chapter 14: School-University Partnerships: Moving Towards Transformation. . |
| Record Nr. | UNINA-9910726273503321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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School-university partnerships : innovation in initial teacher education / / Ondine Jayne Bradbury and Daniela Acquaro
| School-university partnerships : innovation in initial teacher education / / Ondine Jayne Bradbury and Daniela Acquaro |
| Autore | Bradbury Ondine Jayne |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (160 pages) |
| Disciplina | 378.103 |
| Soggetto topico |
College-school cooperation
Teachers - Training of - Australia Educació superior Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-5057-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- Editors and Contributors -- 1 An Introduction to School-University Partnerships-Innovation in Initial Teacher Education -- 1.1 Introduction -- References -- 2 Working Relationally to Bridge the Divide: An Exploration of an Australian School-University Professional Experience Partnership from the Perspectives of Five Stakeholders -- 2.1 Introduction -- 2.2 Literature Review -- 2.3 Situating the Research -- 2.4 Methodology -- 2.5 Voices from the Field -- 2.5.1 Community Conversations -- 2.5.2 Collaboration Between Partners -- 2.5.3 Commitment to the Partnership -- 2.5.4 Connectivity within the Partnership -- 2.5.5 Capabilities and Capacity Building within the Partnership -- 2.6 Conclusion -- References -- 3 Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study -- 3.1 Introduction -- 3.2 Background -- 3.3 ITE Professional Experience-An Enduring Challenge -- 3.4 School-University Partnership Elements of Success -- 3.5 Refocusing the School-University Partnership -- 3.6 Details of the NSW Partnership-The HUB Schools Program -- 3.7 The Role of the Professional Experience Coordinator (PEXC) -- 3.8 Methodology -- 3.9 Data Analysis -- 3.10 Discussion of Summarised Findings from the Study -- 3.11 Conclusion -- 3.12 Recommendations -- 3.13 Limitations -- 3.14 Impact of COVID-19 on the Project -- 3.15 Where to Next? -- References -- 4 A Once in a Lifetime Opportunity to Experience 21st Century Teacher Education -- 4.1 Details of the Partnership -- 4.1.1 The Professional Development Schools Model -- 4.1.2 The Partner School Model -- 4.1.3 The Embedded Teacher Formation Experience -- 4.2 Government Support -- 4.3 Goals and Outcomes of the Partnership -- 4.4 Data and Evaluation.
4.4.1 Outcome 1: The Provision of Extended Time on Placement on the Pre-Service teacher's Development -- 4.4.2 Outcome 2: Creating Authentic School Experiences -- 4.4.3 Outcome 3: The Link Between Theory and Practice is Made Evident in the Experience -- 4.4.4 Outcome 4: The Development of Partnerships Between ACU, MACS, Schools and Pre-Service Teachers -- 4.5 Limitations -- 4.6 Conclusion -- References -- 5 Sink or Swim: A Common Induction Program for Pre-service Teachers -- 5.1 Introduction -- 5.2 Sinking or Swimming -- 5.3 Developing a Common Process -- 5.3.1 The Role Statement -- 5.3.2 The Induction Process -- 5.3.3 The Pre-Placement Orientation Induction Meeting -- 5.4 A Meeting with Their Mentor Teacher -- 5.4.1 The Induction Package -- 5.4.2 The First Day at the School -- 5.4.3 During the Placement -- 5.4.4 Post Placement -- 5.5 Swimming Not Sinking -- 5.6 Conclusion -- References -- 6 Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placements During Disruption -- 6.1 Literature Review -- 6.1.1 Quality Partnerships and Placements -- 6.1.2 Student Perceptions of Placement -- 6.1.3 COVID-19 and Disrupted Placements -- 6.2 Positioning the Study's Research Approach -- 6.3 Contrasting Perspectives -- 6.3.1 Placement Expectations -- 6.3.2 Adherence to Regulatory Requirements -- 6.3.3 Mutually Beneficial Partnerships -- 6.3.4 Placement context -- 6.3.5 Partner Sustainability -- 6.3.6 The Biggest Learning -- References -- 7 "We're in It for the Long Haul": Connection, Generation and Transformation Through a School-University Partnership -- 7.1 Introduction -- 7.2 Literature Review -- 7.3 Theory-practice Nexus -- 7.4 Practice Architecture -- 7.5 Transformational and Transactional Partnerships -- 7.5.1 Transactional Partnerships -- 7.5.2 Transformational Partnerships. 7.6 The Partnerships - Backgrounds and Context -- 7.6.1 University Partner -- 7.6.2 School Contexts -- 7.6.3 Mutually Achievable Goals -- 7.7 In the Beginning … -- 7.8 Partnerships with Discovery College and Explorer College -- 7.9 Reciprocal Aims and Goals -- 7.9.1 Professional Learning Communities -- 7.10 Methodology -- 7.11 Interviews with Teachers -- 7.12 Long Haul Partnerships Model -- 7.13 Activities Developed by the Partnership -- 7.14 Discussion -- 7.15 Practice Architecture -- 7.15.1 Cultural-Discursive Domain -- 7.15.2 Material-Economic Domain -- 7.15.3 Social-Political Domain -- 7.16 Conclusion -- References -- 8 Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 Defining School-University Partnerships -- 8.2.2 What are Digital Micro-Credentials? -- 8.2.3 How Can Micro-Credentials Play a Role in Continuing Professional Education? -- 8.3 Research Methods -- 8.3.1 Case Study -- 8.3.2 Aspirations for the Continuing Professional Learning for Mentors Teachers in Phase 3 -- 8.4 Reflective Narrative Analysis and Findings -- 8.4.1 Personal, Professional Learning and Connecting it to Improve Practice -- 8.4.2 Connecting Personal Professional Learning Within School Community -- 8.4.3 Mentors Supporting Pre-Service Teachers Better -- 8.4.4 Renewal of Professional Growth Informing Practice Across the Partnership -- 8.5 Conclusion -- References -- 9 Perspectives from Academia and School Leadership Boundary Crossing Roles in One Alliance School-University Partnership -- 9.1 Background -- 9.2 Supporting Literature -- 9.2.1 Communities of Practice -- 9.2.2 Boundary Crossing Roles in School-University Partnerships -- 9.3 Research Design -- 9.3.1 Qualitative Case Study -- 9.4 The Cases. 9.4.1 Jill's Case: A Mathematics Teacher Educator New to the Ashwood Alliance -- 9.4.2 Julie's Case: Long-Term Academic Mentor and Partnership Advocate -- 9.4.3 Brett's Case: Principal Class Working in Alignment with the Alliance -- 9.5 Unpacking the Cases -- 9.5.1 The Identity Formation in Boundary Crossing Roles Within School-University Partnerships -- 9.5.2 Disruption-Leading to Improved Practice -- 9.5.3 Transformation and Innovation Within the Ashwood Alliance -- 9.6 Discussion -- 9.6.1 The Importance and Impact of Boundary Crossing and Boundary Objects -- 9.6.2 Future Design Considerations for the Ashwood Alliance -- 9.7 Limitations -- 9.8 Conclusion -- References -- 10 Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Initial Teacher Education -- 10.1 Drawing Together the Key Themes of the Book -- 10.2 Future Considerations on Innovation in School-University Partnerships -- References. |
| Record Nr. | UNINA-9910624386803321 |
Bradbury Ondine Jayne
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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