Advertisement

The Case of the Catholic Teacher Education Consortium: Using the STEPS Framework to Analyse a School–University Partnership

  • Sarah NailerEmail author
  • Josephine Ryan
Chapter

Abstract

The following case study investigates the STEPS Interpretive Framework for its value in illuminating a long-standing and evolving university–school partnership, the Catholic Teacher Education Consortium (CTEC). The presentation of a model of key features for “successful” teacher education partnerships, as proposed in the STEPS Interpretive Framework (Jones et al. in Teaching and Teacher Education 60:108–120, 2016, p. 109), challenges us as participants in a partnership to reflect on what has been achieved, to consider what we have not accomplished and to plan future action based on these insights.

References

  1. Allen, J., Howells, K., & Radford, R. (2013). A ‘partnership in teaching excellence’: Ways in which one school-university partnership has fostered teacher development. Asia-Pacific Journal of Teacher Education, 41(1), 99–110.CrossRefGoogle Scholar
  2. Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching: Theory and Practice, 20(2), 136–151.CrossRefGoogle Scholar
  3. Butler, H., Dawson, A., Love, K., Nailer, S., & Podporin, M. (2014). Catholic Teacher Education Consortium (CTEC) Northern and Western Pilot Project (2014). CTEC Final report. Unpublished document, Faculty of Education and Arts.Google Scholar
  4. Butler, H., Larkins, G., & Cahir, S. (2013). Partnerships in learning (PiL): Enhancing quality teaching. Catholic Education Office Melbourne: Final Report.Google Scholar
  5. Darling-Hammond, L. (Ed.). (2005). Professional development schools. Schools for developing a profession. New York: Teachers College Press.Google Scholar
  6. Harland, T. (2014). Learning about case study methodology to research higher education. Higher Education and Research Development, 33(6), 1113–1122.CrossRefGoogle Scholar
  7. Hartsukyer, L (Chair). (2007). Top of the class: report on the inquiry into teacher education (House of Representatives Standing Committee on Education and Vocational Training). Canberra: House of Representatives Publishing Unit.Google Scholar
  8. Jones, M., & Ryan, J. (2014). Successful and ‘transferrable’ practice. In M. Jones & J. Ryan (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 177–194). The Netherlands: Sense Publishers.Google Scholar
  9. Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., et al. (2016). Successful university-school partnerships: An Interpretive framework to inform partnership practice. Teaching and Teacher Education, 60, 108–120.CrossRefGoogle Scholar
  10. Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and sustainable university-school partnerships: Beyond determined efforts by inspired individuals. Canberra: Teaching Australia.Google Scholar
  11. Le Cornu, R. (2015). Professional experience: Learning from the past to build the future. Asia Pacific Journal of Teacher Education, 44(1), 80–101.CrossRefGoogle Scholar
  12. Nuttall, J., & Brennan, M. (2016). Teacher education as academic work: the affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education, 44(4), 364–378.CrossRefGoogle Scholar
  13. Ryan, J., & Jones, M. (2014). Communication in the practicum: Fostering relationships between universities and schools. In M. Jones & J. Ryan, (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 103–120). The Netherlands: Sense Publishers.Google Scholar
  14. Ryan, J., Dawson, A., Nailer, S. & Podporin, M. (2015). Catholic Teacher Education Consortium (CTEC) Northern and Western Pilot Project (2015). CTEC Final Report. Unpublished document, Faculty of Education and Arts, ACU.Google Scholar
  15. Ryan, J., Butler, H., Kostogriz, A., & Nailer, S. (2016). Advancing partnership research: A spatial analysis of a jointly-planned teacher education partnership. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher education: Innovation, intervention and impact (pp. 175–191). Singapore: Springer.Google Scholar
  16. Sleeter, C. E. (2014). Strengthening multicultural education with community-based service learning. In C. O’Grady (Ed.), Integrating Service Learning and Multicultural Education in Colleges and Universities (pp. 263–276). New York: Routledge.Google Scholar
  17. TEMAG (2014). Action Now: Classroom Ready Teachers. Report of the Teacher Education Ministerial Advisory Group. Accessible online at https://docs.education.gov.au/node/36783.

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Australian Catholic UniversityMelbourneAustralia

Personalised recommendations