Improving partnerships between schools and universities: professional learning with benefits beyond preservice teacher education

Jackie Walkington

    Research output: Contribution to journalArticle

    17 Citations (Scopus)


    A constant dilemma for teacher education in Australia and overseas is the difficulty of finding sufficient numbers of placements for preservice teachers to complete the professional experience/student teaching component of their course. Statements related to quantity of placements gain both public and professional attention while less attention is given to the quality of learning. Investigations as to why experienced teachers are reluctant to participate demonstrate that there are more complex issues than the superficial focus on numbers. They demand attention by those involved in university–school relationships. This paper proposes that by viewing the partnership from a wider perspective, concerns related to professional experience can be addressed, at the same time offering expanded opportunities for teacher professional development. Reflecting upon observations of current practices and the analysis of perspectives articulated in educational literature, the paper further proposes that a committed partnership approach takes advantage of underutilised experience and knowledge to provide mutually beneficial learning outcomes for all participants
    Original languageEnglish
    Pages (from-to)277-294
    Number of pages18
    JournalTeacher Development
    Issue number3
    Publication statusPublished - 2007


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