Developing an integrative methodology to explore variations in experiences of partnership leading to a reconceptualised model of partnership

Abstract

Central to our consideration of the role of ITE at Liverpool Hope University is the partnership between academics, professionals and other specialists in training student teachers to contribute to improving the life chances of children and young people. Reports from various organisations, including AIM (2006) and The Work Foundation (2008) highlight how partnership and collaborative learning are viewed as a critical competence for organisations. This research project recognizes that our existing collaborative relationships are not unproblematic. Of particular concern, is that current practices are not fully aligned to our vision of the role of ITE for the 21st Century. For example, with most of our collaborative relationships the University (academic) is viewed as the primary collaborator/partner, and, whilst relationships are symbiotic, the 'power' tends to flow one way. Further concerns are to do with the transparency of partnership agreements (including clear rationale, roles and responsibilities), capability (involving appropriate training and development), and ownership (linked to one's sense of being central to, and, having some control over, the ways in which the partnership has evolved). Such concerns bring into sharp relief the interface between the University, and other professionals and organisations, in supporting the development of subject knowledge for teachers and, ultimately, the wellbeing of the child. By identifying successful partnership practices these can be used to inform ITE programmes looking to create a 'new professionalism'. This allows student teachers to relate to other professionals in an effective way, engaging students in interprofessional activity in the context of the integrated children's workforce.