School-based Partnerships in Teacher Education A Research Informed M
This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively c
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ol-based Partnerships in Teacher Education A Research Informed Model for Universities, Schools and Beyond
School-based Partnerships in Teacher Education
Linda Hobbs Coral Campbell Mellita Jones •
•
Editors
School-based Partnerships in Teacher Education A Research Informed Model for Universities, Schools and Beyond
123
Editors Linda Hobbs Deakin University Geelong, VIC, Australia
Mellita Jones Australian Catholic University Ballarat, VIC, Australia
Coral Campbell Deakin University Geelong, VIC, Australia
ISBN 978-981-13-1794-1 ISBN 978-981-13-1795-8 https://doi.org/10.1007/978-981-13-1795-8
(eBook)
Library of Congress Control Number: 2018949631 © Springer Nature Singapore Pte Ltd. 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
This book is dedicated to Dr. Jeff King who started the journey with us in person, and finished the journey in our hearts. His spirit we take with us, and to him we dedicate everything that emerges.
Foreword
Becoming ‘Classroom Ready’ Through Partnerships Recent developments in Australian teacher education have focused on making teachers ‘classroom ready’ (TEMAG 2014), but although such a notion is problematic (Mills and Goos 2017), the TEMAG implementation strategy has mandated that teacher education programme have school–university partnerships in order to be accredited (White et al. 2018). This book predates the mandate and provides sound evidence for the benefits for all in having such partnerships, as well as adding some much-needed theorising about partnerships through the STEPS Interpretive Framework. In this, I commend the contributors for recognising that a model is not one true story and that a model only comes aliv
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