School—University Partnership: Challenges and Visions in the New Decade

Abstract

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school-university partnerships have become important for professional development and educational reform. With the growth of school-university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school-university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school-university partnerships involving teacher training programmes focus on understanding the views of participants in school-university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school-university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school-university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

Co-operating Teachers, School Placement and the Implications for Quality

“…Collaborative partnerships between schools and universities can be seen as one of the means for providing diversity in student teacher learning thereby providing the necessary foundation for the sharing of ideas and concerns relating to teacher preparation (Ng & Chan 2012;Rosenberg et.al, 2005). For example, the necessary foundations in this partnership may include helping student teachers to understand school cultures, the curriculum in use, and how to collaborate with other stakeholders.…”

Preschool veteran principals' perceptions of leadership in Hong Kong early childhood education

“…In contrast CW Chan (2014) found that Hong Kong preschool teachers think that their principals' management styles encourage more empowerment and participation. Ng and Chan (2012) have stated that higher education institutions that partner with preschools for collaborative sharing, reflection, and research have had a positive effect on professional development and educational reform. Ng and Chan (2012) stated that Hong Kong preschool principals might change their views about leadership after professional training.…”

“…Ng and Chan (2012) have stated that higher education institutions that partner with preschools for collaborative sharing, reflection, and research have had a positive effect on professional development and educational reform. Ng and Chan (2012) stated that Hong Kong preschool principals might change their views about leadership after professional training. An important question to consider is how do Hong Kong's preschool principals describe their approaches to leadership and the actions they take?…”

“…In fact, most preschool principals are willing to enhance teachers' ability through providing inhouse training and encouraging teachers to attend (Ng & Chan, 2012). This training not only improves teachers' capacity to provide quality services to children but professional development also might inspire teachers to achieve the school's goals.…”

“…According to H. Li, Ming, and Wong (2008), some preschool principals have changed the culture at their schools, such as by conducting more in-house teacher training and hiring substitute teachers in order to release teachers for professional training. Ng and Chan (2012) explained that higher education institutions have become important for professional development and educational reform by collaborating with preschools to create plans for sharing, reflection, and research.…”