International Perspectives on School-University Partnerships

Chapter 1: School-University Partnerships - Moving Beyond Transactional.- Chapter 2: Requiring authenticity: ITE partnership policy in Aotearoa New Zealand.- Chapter 3: Leveraging existing policy for a university/K-12 partnership: Using a teacher residency and induction model to address a teacher shortage in Virginia, US.- Chapter 4: Service learning during lockdown: A school-university rural community outreach partnership in the Philippines.- Chapter 5: Co-existing sites of teacher education: A university and school partnership in Glasgow.- Chapter 6: School-university partnerships in Vietnam: Insights, reflections and recommendations.- Chapter 7: Professional learning and development partnerships as a vehicle for teacher empowerment in Ireland.- Chapter 8: Stimulating Australian STEM education in regional Queensland through a novel school-university-industry partnership.- Chapter 9: In-service teacher preparation for entrepreneurship education in secondary schools: A universityand Rio de Janeiro State Department of Education partnership.- Chapter 10: Integrating initial teacher education and induction in Scotland.- Chapter 11: Service Learning in Italy: A bridge between academia and society.- Chapter 12: The Network of Erfurt Schools (NES): Professionalization of school actors and school development through school, school supervisory authority, and university cooperation in Switzerland.- Chapter 13: Ready for what? - Digital readiness in teacher education: a case study of professional partnership in Northern Ireland.- Chapter 14: School-University Partnerships: Moving Towards Transformation.

 

 

 

 

 

 

 

 

 

 

 

 

Daniela Acquaro (PhD) is an Associate Professor of Education and Associate Dean of Learning and Teaching in the Melbourne Graduate School of Education at The University of Melbourne, Australia.  Daniela has held various leadership roles including Professional Experience and Course Coordination, and most recently as the Director of Initial Teacher Education at the Melbourne Graduate School of Education providing oversight of Early Childhood, Primary and Secondary teacher preparation courses. Daniela has led various school-university partnerships as well as national and international research and development projects in the areas of teacher education and school leadership. Her current projects include researching teacher shortages and transitions into rural and regional areas; developing successful school-university partnerships; and international comparative research on school leadership and school improvement.



Ondine is a Teaching Scholar in the School ofEducation at Deakin University, Australia. Ondine has over fifteen years of classroom and leadership experience in the primary sector and has held both professional and academic roles in the tertiary sector. She has previously conducted the role of a Site Director overseeing the preparation of pre-service teachers and capacity building of mentors, as well as building and sustaining school-university partnerships. Ondine was also a Senior Project Manager at the Victorian Department of Education and Training, managing the Teaching Academy of Professional Practice initiative. She is currently completing her PhD on the development of teachers in middle leadership roles. Her current projects include researching the impact of rural incentive programs for pre-service and in-service teachers; teacher development; and the impact of social networks on quality school-university partnerships in initial teacher education.