Overview
- Showcases various models of Australian school–university partnerships that are policy informed
- Highlights varied approaches in the application of government funding and partnership agreement models
- Explores various examples of partnerships and forms an important reference
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About this book
This book showcases models of Australian school–university partnerships which, in their development, respond to, and aim to move beyond the principles and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-university partnerships within this edited collection provide insights into the power and potential of cross-sectoral vision, collaboration and growth, drawing upon research evidence and impact data that points to the mutual benefits experienced by all stakeholders. Across its ten chapters, this book explores various examples of partnerships, and forms an important reference for all initial teacher education providers, schools, and educational stakeholders; as school–university partnerships necessitate the way these sectors connect, learn from oneanother, and inform future practice.
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Keywords
Table of contents (10 chapters)
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Front Matter
Editors and Affiliations
About the editors
Ondine is a Teaching Scholar in the School of Education at Deakin University, Australia. Ondine has over fifteen years of classroom and leadership experience in the primary sector and has held both professional and academic roles in the tertiary sector. She has previously conducted the role of a Site Director overseeing the preparation of pre-service teachers and capacity building of mentors, as well as building and sustaining school-university partnerships. Ondine was also a Senior Project Manager at the Victorian Department of Education and Training managing the Teaching Academy of Professional Practice initiative. She is currently completing her PhD on the development of teachers in middle leadership roles. Her current projects include researching the impact of rural incentive programs for pre-service and in-service teachers; teacher development; and the impact of social networks on quality school-university partnerships in initial teacher education.
Daniela Acquaro (PhD) is an Associate Professor of Education and Director of Initial Teacher Education within the Melbourne Graduate School of Education at The University of Melbourne, Australia. Daniela is the university lead of the Melbourne Teaching Academy of Professional Practice school-university partnership and is a co-lead on a Multiprovider Greater Shepparton Teaching Academy of Professional Practice school-university partnership. Daniela has been an educator and leader in the secondary and tertiary education sectors for over twenty-five years. She has led national and international research and development projects in the areas of teacher education and school leadership. Her current projects include researching teacher shortages and transitions into rural and regional areas; developing successful school-university partnerships; and international comparative research on school leadership and school improvement.
Bibliographic Information
Book Title: School-University Partnerships—Innovation in Initial Teacher Education
Editors: Ondine Jayne Bradbury, Daniela Acquaro
DOI: https://doi.org/10.1007/978-981-19-5057-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-19-5056-8Published: 31 October 2022
Softcover ISBN: 978-981-19-5059-9Published: 31 October 2023
eBook ISBN: 978-981-19-5057-5Published: 30 October 2022
Edition Number: 1
Number of Pages: XIII, 152
Number of Illustrations: 2 b/w illustrations, 1 illustrations in colour
Topics: Educational Policy and Politics, Teaching and Teacher Education, Higher Education