Authentic Partnerships in School–University Collaborations

Eberline, Andrew; Jones, Emily

doi:10.1080/07303084.2020.1800338

Journal of Physical Education, Recreation & Dance

2020

DOI: 10.1080/07303084.2020.1800338

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Authentic Partnerships in School–University Collaborations

Andrew Eberline

Emily Jones

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2024

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School–University Partnership in Vietnam From School Teachers’ Perspectives

Cao,

Tran

2024

International Journal of Educational Reform

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This article investigates partnership practices between initial teacher education (ITE) institutions in Vietnam using questionnaires and focused-group interviews. The results revealed that: (a) current partnerships mostly aimed at improving the professional capacity of school teachers and quality of student learning; (b) limited activities exist in collaborative research, curriculum development, and ITE; and (c) of different aspects of a partnership, more attention need to be paid to reviewing partnership directions, involving different stakeholders in the decision-making process, and creating opportunities for staff to work in each other's organization. The results of this study carry significant implications for the development, management, and support of partnership activities. Moreover, these findings have the potential to contribute to a broader international comprehension of partnership activities, particularly in contexts where knowledge in this area is limited.

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School–University Partnership in Vietnam From School Teachers’ Perspectives

Cao,

Tran

2024

International Journal of Educational Reform

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Authentic Partnerships in School–University Collaborations

Cited by 1 publication

References 5 publications

School–University Partnership in Vietnam From School Teachers’ Perspectives

School–University Partnership in Vietnam From School Teachers’ Perspectives

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