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School-based Partnerships in Teacher Education

A Research Informed Model for Universities, Schools and Beyond

Editors: Hobbs, Linda, Campbell, Coral, Jones, Mellita (Eds.)

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  • Proposes a partnership model that provides a language to describe, negotiate, maintain and evaluate partnerships in learning-related contexts
    Provides in-depth examples of partnership theory in practice with evidence-based principles 
    Explores the value of different types of partnerships for differing needs and purposes 
    Provides descriptive interpretations of different stages and types of partnership to guide practice

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eBook $109.00
price for USA in USD (gross)
  • ISBN 978-981-13-1795-8
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $139.99
price for USA in USD
  • ISBN 978-981-13-1794-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $139.99
price for USA in USD
  • ISBN 978-981-13-4687-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

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.


About the authors

Linda Hobbs is an Associate Professor in Science Education at Deakin University. She teaches primary science education in the Bachelor of Education Course, and coordinates a fourth year science education unit that is solely based in schools. She also teaches science communication to science and engineering students. Her research interests include partnerships in primary teacher education, out-of-field teaching in secondary schools, and STEM education. She was the leader the Science Teacher Education Partnerships with Schools (STEPS) Project (2013-2014, funded by the Office for Learning and Teaching). 
Coral Campbell is an Associate Professor at the School of Education, Deakin University, Australia. Coral’s research interests are in early childhood and primary science, design technology, and environmental education, and particularly focuses on practitioner learning and children’s understandings. She is on review panels for several international journals and is currently involved in a number of large federally funded projects. Coral has contributed to, and co-edited, the first Australian text for pre-service early childhood educators, Science in Early Childhood (Cambridge University Press). 
Mellita Jones is a lecturer at Australian Catholic University’s Ballarat campus where she teaches Science Teacher Education and is the Deputy Head of School for the Ballarat campus. Her research is concerned with effective teacher education, where her focus has been on school-university partnerships, reflective practice and authentic uses of technology for personalising learning. Her recent work has involved school-based approaches to science teacher education and practicum partnerships for rural and regional teacher education courses. She also has an interest in working with teachers in the Pacific region and has had significant involvement in the Solomon Islands.

Table of contents (16 chapters)

Table of contents (16 chapters)
  • Theory and Practice: The Context of Partnerships in Teacher Education

    Pages 3-19

    Kenny, John (et al.)

  • Science Teacher Education Partnerships with Schools (STEPS)

    Pages 21-37

    Gilbert, Andrew (et al.)

  • Models of School-Based Practice: Partnerships in Practice

    Pages 39-57

    Campbell, Coral (et al.)

  • Linking Theory and Practice Through Partnerships

    Pages 61-82

    Chittleborough, Gail (et al.)

  • Representing Partnerships Practices

    Pages 83-97

    Redman, Christine (et al.)

Buy this book

eBook $109.00
price for USA in USD (gross)
  • ISBN 978-981-13-1795-8
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $139.99
price for USA in USD
  • ISBN 978-981-13-1794-1
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $139.99
price for USA in USD
  • ISBN 978-981-13-4687-3
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
School-based Partnerships in Teacher Education
Book Subtitle
A Research Informed Model for Universities, Schools and Beyond
Editors
  • Linda Hobbs
  • Coral Campbell
  • Mellita Jones
Copyright
2018
Publisher
Springer Singapore
Copyright Holder
Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-13-1795-8
DOI
10.1007/978-981-13-1795-8
Hardcover ISBN
978-981-13-1794-1
Softcover ISBN
978-981-13-4687-3
Edition Number
1
Number of Pages
XIX, 285
Number of Illustrations
14 b/w illustrations
Topics