University-school partnerships: pre-service and in-service teachers working together to teach primary science.

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in science teacher education

“…Kenny (2012) pointed out that, due to the lack of science PCK of many primary teachers, PSTs who engage in authentic science based learning experiences in a school may not otherwise have access to science PCK expertise and support (Kenny, 2012).…”

“…While some research had been done of individual programs included in the Project (Kenny, 2009(Kenny, , 2010(Kenny, , 2012Jones, 2008), STEPS aimed to examine the five programs to identify key factors involved in the partnership approaches and to draw out any general principles for success. A meta-analysis of the methodologies, informing theories, and principles associated with each approach will enable comparison of the nature and benefits of each and identify the critical success factors.…”

A Communities of Practice Approach to Field Experiences in Teacher Education

“…Adopting a communities of practice approach to pre-student teaching field experience in teacher education would take a degree of cooperation and partnership with teachers and PK-12 schools that has not traditionally existed, despite a significant base of scholarly literature indicating the positive outcomes of such partnerships (Bier et al, 2012;Kenny, 2012;Margolin, 2012;Stairs, 2010;Trent & Lim, 2010). However, the call for such partnerships is growing louder.…”

Maintaining the Balance: Creative Practices in University-School Partnerships for Teacher Education

“…Science is a particularly good example of this type of experience as many elementary teachers lack interest and confidence in teaching science. Kenny (2012) for example, reported that principals value this type of program as an opportunity to improve the quality of science taught in the school and as a form of professional development that addressed some of the common barriers to teaching science in elementary schools, including lack of teacher confidence and lack of time for preparation and gathering of resources.…”