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Abstract

This chapter draws on the insights in previous chapters to present two visions for the use of partnerships in teacher education and the applicability of our STEPS Interpretive Framework as a language to inform and describe partnership work, and to show how education-focused partnerships can be set up to work most effectively in a range of other contexts. A discussion follows of how this framework contributes to the literature on partnerships follows as do some suggestions for limitations of their use.

Item Type:	Book Section
Authors/Creators:	Hobbs, L and Kenny, J
Keywords:	partnerships, school-based, teacher education, theory–practice nexus
Publisher:	Springer Nature Singapore Pte Ltd
DOI / ID Number:	10.1007/978-981-13-1795-8_16
Copyright Information:	Copyright 2018 Springer Nature Singapore Pte Ltd.
Related URLs:	Google Scholar: Kenny, J UTAS Profile: Kenny, J
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