Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors
Item
Title
Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors
Abstract/Description
The purpose of this chapter is to consider the threats and challenges which impact on the sustainability of a partnership. By identifying elements that contribute to success and underpin the future sustainability of the relationships, an understanding of how the theoretical framing (Interpretive Framework) for university–school partnerships draws together the facilitation and maintenance of partnerships is gained. The focus is a consideration of each of the aspects of the Interpretive Framework, as outlined in earlier chapters, and a discussion of the threats and challenges evident in data drawn from partnership stakeholders including teacher educators, pre-service teachers, teachers and principals. Three key issues drawn from the data are raised and analysed and are presented as sub-themes. These sub-themes are the elements required for: sustainability; measuring sustainability; and threats to sustainability of partnership practices.
Author/creator
Date
In publication
Pages
169-189
Publisher
Springer
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Keywords
Open access/full-text available
No
Peer reviewed
No
ISBN
9.78981E+12
Citation
Herbert, S., Redman, C., & Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based Partnerships in Teacher Education: A Research Informed Model for Universities, Schools and Beyond (pp. 169–189). Springer. https://doi.org/10.1007/978-981-13-1795-8_9
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