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OverviewThis 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. Full Product DetailsAuthor: Ondine Jayne Bradbury , Daniela AcquaroPublisher: Springer Verlag, Singapore Imprint: Springer Verlag, Singapore Edition: 1st ed. 2022 Weight: 0.424kg ISBN: 9789811950568ISBN 10: 9811950563 Pages: 152 Publication Date: 31 October 2022 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsEditors 2 Dedication 3 Foreword 4 Contents 7 About the Editors 8 Chapter 1 An introduction to School-University Partnerships - Innovation in Initial Teacher Education 9 Chapter 2: Working relationally to bridge the divide: An exploration of an Australian school–university professional experience partnership from the perspectives of five stakeholders 16 Chapter 3: Reimagining the school university partnership and the role of the school based Professional Experience Coordinator: A New South Wales case study 41 Chapter 4: A once in a lifetime opportunity to experience 21st century teacher education 59 Chapter 5: Sink or swim: A Common Induction Program for Pre-Service Teachers 75 Chapter 6: Partner Perspectives Matter: Lessons learnt when navigating continued pre-service teacher placements during disruption 96 Chapter 7: ‘We’re in it for the long haul’: connection, generation and transformation through a school-university partnership 116 Chapter 8: Value of mentor professional learning through a digital micro-credential in a school-university partnership 139 Chapter 9: Perspectives from academia and school leadership boundary crossing roles in one Alliance school-university partnership 164 Chapter 10: Concluding thoughts and future considerations on innovation in school-university partnerships in initial teacher education 187ReviewsAuthor InformationOndine 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. Tab Content 6Author Website:Countries AvailableAll regions |
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