Abstract
The purpose of this chapter is to consider the threats and challenges which impact on the sustainability of a partnership. By identifying elements that contribute to success and underpin the future sustainability of the relationships, an understanding of how the theoretical framing (Interpretive Framework) for university–school partnerships draws together the facilitation and maintenance of partnerships is gained. The focus is a consideration of each of the aspects of the Interpretive Framework, as outlined in earlier chapters, and a discussion of the threats and challenges evident in data drawn from partnership stakeholders including teacher educators, pre-service teachers, teachers and principals. Three key issues drawn from the data are raised and analysed and are presented as sub-themes. These sub-themes are the elements required for: sustainability; measuring sustainability; and threats to sustainability of partnership practices.
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Herbert, S., Redman, C., Speldewinde, C. (2018). Sustaining School–University Partnerships: Threats, Challenges and Critical Success Factors. In: Hobbs, L., Campbell, C., Jones, M. (eds) School-based Partnerships in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1795-8_9
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