Titlebook: School-University Partnerships—Innovation in Initial Teacher Education; Ondine Jayne Bradbury,Daniela Acquaro Book 2022 The Editor(s) (if

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Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placementrvice teachers. The function of these formalised partnerships is twofold; first they regulate placement requirements and support student progression and secondly, they ensure universities are graduating classroom ready teachers. The disruption of the COVID-19 pandemic reinforced the importance of th

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,“We’re in It for the Long Haul”: Connection, Generation and Transformation Through a School-Universachers (PSTs); broaden aspirations for regional students in disadvantaged areas; and, work within government policies. Initiated in 2012, the . project involved two regional secondary colleges and their Years 8 and 9 students who took part in a learning event organised and implemented by second year

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Concluding Thoughts and Future Considerations on Innovation in School-University Partnerships in Inartnership. When we began to develop this edited volume, we had insights into how school-university partnerships within initial teacher education were being formed, as well as a clear understanding of key indicators informing effective partnerships. By the final stages of curating this edited collec

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Book 2022s and practices of current partnership mandates in initial teacher education. Supported by government policy, these partnerships reveal innovative ways of working across multiple stakeholder groups within a range of unique school-university partnership contexts. Each of the examples of school-univer

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Perspectives from Academia and School Leadership Boundary Crossing Roles in One Alliance School-Uniases for analysis. The cases ultimately outlined the ways in which the individuals in these boundary crossing roles viewed their identity, notions of disruption and considerations of innovative and sustainable school-university partnership design.

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