Maintaining the Balance: Creative Practices in University-School Partnerships for Teacher Education

David Palmer

School of Education, University of Newcastle, Newcastle, New South Wales, Australia.

DOI: 10.4236/ce.2015.614153                

Abstract

The professional placement is a central component of any teacher education program. In recent years, as teachers face a variety of new challenges that make substantial claims upon their time it is more than ever important that university-school partnerships include built-in components that will explicitly benefit teacher/mentors and the students in their schools. By including a combination of literature review and reports from experienced and innovative field operators, this paper has summarized a range of creative strategies that will enhance university partnerships with schools. For teacher education, it is vital that such partnerships continue to flourish, and it is hoped that this paper will contribute to that process.

Keywords

Teacher Education, Partnerships, Mentors

Conflicts of Interest

The authors declare no conflicts of interest.

References

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