Facing up to the fading face of the university: The nature and quality of school-university partnerships
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It has been argued that teacher educators are increasingly marginalised and have become largely invisible in both schools and universities (Jasman, 2002). The implications of this for the quality and future of teacher education programs and schooling are significant. Accordingly, this paper examines the perceptions and experiences of teachers in schools, student teachers and university staff involved in innovative attempts to develop school-university partnerships. Specifically, the nature and quality of school-university partnerships are discussed with reference to three varied case studies. The metaphor of 'face', derived from one teacher's comment that what s/he wanted was contact with "someone who had a permanent face at the university", is used to explore these case studies. This paper will consequently examine a range of strategies designed to create less uncertainty in school-university partnerships. These strategies include the maintenance of continuity in relationships, increasing opportunities for and the frequency of communication and conversations, both face-to-face and virtual; and effective networking between schools and universities.
AARE Conference Papers 2002
© The Author(s) 2002. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).