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School-based partnerships in teacher education = a research informed model for universities, schools and beyond /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	School-based partnerships in teacher education/ edited by Linda Hobbs, Coral Campbell, Mellita Jones.
其他題名:	a research informed model for universities, schools and beyond /
其他作者:	Hobbs, Linda.
出版者:	Singapore :Springer Singapore : : 2018.,
面頁冊數:	xix, 285 p. :illustrations, digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Teachers - Training of - Australia. -
電子資源:	http://dx.doi.org/10.1007/978-981-13-1795-8
ISBN:	9789811317958

School-based partnerships in teacher education = a research informed model for universities, schools and beyond /
School-based partnerships in teacher educationa research informed model for universities, schools and beyond /[electronic resource] :edited by Linda Hobbs, Coral Campbell, Mellita Jones. - Singapore :Springer Singapore :2018. - xix, 285 p. :illustrations, digital ;24 cm.

Part 1 Framing the STEPS Project Partnership Theory and Practice -- 1 Theory and practice: The context of partnerships in teacher education -- 2 Science Teacher Education Partnerships with Schools (STEPS) -- 3 Models of School-based practice: Partnerships in Practice -- Part 2 STEPS Interpretive Framework as a partnership model -- 4 Linking theory and practice through partnerships -- 5 Representing Partnerships Practices -- 6 Growing University-School Partnerships -- 7 A Partnership Journey Narrative: The case of Damtru, Science Teacher Educator -- 8 Growing through partnerships -- 9 Sustaining School-University Partnerships: Threats, Challenges and Critical Success Factors -- Part 3 Application of the partnership model in other contexts -- 10 Teacher Education at Trinity University meets the STEPS Interpretive Framework -- 11 A New Zealand collaborative university-school partnership: Applying the STEPS framework -- 12 The case of the Catholic Teacher Education Consortium: Using the STEPS framework to analyse a school-university partnership -- 13 Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS Interpretive Framework -- 14 Scientists and Mathematicians in Schools: CSIRO, Australia -- 15 Case studies exploring the applicability of the STEPS Interpretive Framework in other Professions -- 16 Visionary practice.

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 connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.

ISBN: 9789811317958

Standard No.: 10.1007/978-981-13-1795-8doiSubjects--Topical Terms:

1208445
Teachers
--Training of--Australia.

LC Class. No.: LB1727.A7 / S366 2018

Dewey Class. No.: 370.170994

School-based partnerships in teacher education = a research informed model for universities, schools and beyond /
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