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

  • Sarah NailerEmail author
  • Josephine Ryan


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.


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© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Australian Catholic UniversityMelbourneAustralia

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