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Science partnerships under the microscope: A study of Teacher Education Partnerships at Macquarie University

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Abstract

Partnerships between schools and teacher education institutions are now widely promoted as an effective pathway to the preparation of pre-service students. This paper examines the ways in which one form of school/tertiary partnership has attempted, over a 25 year period, to respond to the key questions on partnership: How do university lecturers share teacher education with their colleagues in schools? When and where does this occur? What can tertiary staff learn from the “new” teacher educators? What strategies are being considered to enhance the spirit of mutual respect which must underpin successful teamwork? How well are the vital roles of adviser, counsellor, guide, support and teacher understood and shared by school and tertiary staff as they work with pre-service students? Do the partners share similar understandings of the theory and practice of the program? The authors conclude, as a result of their own experiences in the Teacher Education Program at Macquarie University in Sydney, and as a result of recent research into the formation of specific links between school teachers and tertiary lecturers, that the success of new experiments with partnership will depend, ultimately, upon the success of the human rather than the structural relationships established.

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Authors and Affiliations

  1. School of Education, Macquarie University, 2109, NSW, Australia

    Lea Smedley & Wilhelmina Van Rooy

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  1. Lea Smedley
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  2. Wilhelmina Van Rooy
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Correspondence to Lea Smedley.

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Smedley, L., Van Rooy, W. Science partnerships under the microscope: A study of Teacher Education Partnerships at Macquarie University. Research in Science Education 26, 73–88 (1996). https://doi.org/10.1007/BF02356964

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