(De)valuing partnerships in contemporary teacher education: lessons from four Australian universities

Parry, Lindsay and Yi, Ren and Harreveld, R. E. (Bobby) and Danaher, P. A. ORCID: https://orcid.org/0000-0002-2289-7774 (2011) (De)valuing partnerships in contemporary teacher education: lessons from four Australian universities. In: 2011 Australian Teacher Education Association Annual Conference: Valuing Teacher Education: Policy, Perspectives and Partnership (ATEA 2011), 3-6 Jul 2011, Melbourne, Australia.

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To be effective, productive and sustainable, teacher education faculties need to mobilise multiple partnerships involving diverse groups of gatekeepers, participants and stakeholders with separate aspirations. A key element of that mobilization must be identifying ways to fulfill those aspirations as far as possible, thereby valuing members of the partnerships. Yet, given that partners’ interests are often competing, it is difficult to value all partners equally, potentially leading to a devaluing of the partnership and of the teacher education that it is intended to promote.

This paper addresses the research question, “Which forms of partnerships add value to and are valued by Australian schools and faculties of teacher education?” The research context is four such schools and faculties, traversing regional Queensland and metropolitan Sydney. The research design draws on a qualitative, inductive, comparative case study method (Lloyd-Jones, 2003) that elicited analytical themes from a common set of questions applied to selected teacher education partnerships in the four institutions.

The thematic analysis (Fereday & Muir-Cochrane, 2006) applied to the responses to these questions yielded findings that were consistent with the theoretical framework related to educational partnerships developed by Cardini (2006). In particular, the valuing of partnerships depends on explicit and sustained efforts to value the contributions of individual partners and to render the partnership the sum of all parts, rather than being principally to benefit the host institution.
The significance of these findings lies in identified strategies for teacher education schools and faculties and their diverse partners to enhance the mutual advantages of their partnerships.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors retain copyright.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 04 Jun 2012 06:21
Last Modified: 21 Oct 2014 03:33
Uncontrolled Keywords: Australia; partnerships; teacher education; valuing
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
URI: http://eprints.usq.edu.au/id/eprint/21255

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