School-based Partnerships in Teacher Education

A Research Informed Model for Universities, Schools and Beyond

  • Linda Hobbs
  • Coral Campbell
  • Mellita Jones

Table of contents

  1. Front Matter
    Pages i-xix
  2. Framing the STEPS Project: Partnership Theory and Practice

    1. Front Matter
      Pages 1-1
    2. John Kenny, Mellita Jones, Christopher Speldewinde
      Pages 3-19
    3. Andrew Gilbert, Sandra Herbert
      Pages 21-37
    4. Coral Campbell, Gail Chittleborough, Andrew Gilbert, Linda Hobbs, Mellita Jones, John Kenny et al.
      Pages 39-57
  3. STEPS Interpretive Framework as a Partnership Model

    1. Front Matter
      Pages 59-59
    2. Gail Chittleborough, Mellita Jones
      Pages 61-82
    3. Christine Redman, Coral Campbell
      Pages 83-97
    4. Mellita Jones, Gail Chittleborough
      Pages 99-122
    5. Linda Hobbs, Coral Campbell
      Pages 139-167
    6. Sandra Herbert, Christine Redman, Christopher Speldewinde
      Pages 169-189
  4. Application of the Partnership Model in Other Contexts

    1. Front Matter
      Pages 191-192
    2. Shari Albright, Angela Breidenstein, Josephine Ryan
      Pages 193-207
    3. Beverley Cooper, Bronwen Cowie, Coral Campbell
      Pages 209-218
    4. Coral Campbell, Russell Tytler
      Pages 247-257
    5. John Kenny, Christopher Speldewinde, Annette Marlow, Ian Parsons
      Pages 259-269
    6. Linda Hobbs, John Kenny
      Pages 271-285

About this book


This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching.

While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.


Teacher education School Partnerships School-based partnerships Theory-practice Science education school-university partnerships School-based practice pre-service teachers Science Teacher Education Partnerships with Schools

Editors and affiliations

  • Linda Hobbs
    • 1
  • Coral Campbell
    • 2
  • Mellita Jones
    • 3
  1. 1.Deakin UniversityGeelongAustralia
  2. 2.Deakin UniversityGeelongAustralia
  3. 3.Australian Catholic UniversityBallaratAustralia

Bibliographic information