School-University Partnerships in Teacher Education

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One predominant theme in the teacher education literature is the need for symbiotic school-university partnerships that serve universities in educating prospective teachers and serve the schools in providing content and pedagogical knowledge. While there has been a strong tradition of school involvement in teacher education in the form of support for the practicum, only recently have partnerships begun to explore further options for involvement that have the potential to change the nature of teacher education and schooling.

This article provides a brief overview of the literature on school-university partnerships: identifies ten strategies that might operate within partnerships; and discusses some important processes in establishing a partnership.

Document Type: Research Article


Affiliations: University of Technology, Sydney

Publication date: January 1, 2000

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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