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Drawing on reflective narratives from a school leader and initial teacher education staff, the study identifies “meshworks,” including lines of partnership, partnership understanding, involvement, supporting pre-service teachers, noticing, and impact. Analysis highlights benefits of co-design and shared vision and shows how AITSL guidance can support pre-service teacher development. The paper concludes that future teacher quality depends on the strength of intersections across these partnerships.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lines-of-school-university-partnership-issue-5/593831/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lines-of-school-university-partnership-issue-5/593831.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What concept does the paper use to explain school-university partnerships?","Question",{"text":112,"@type":113},"It uses “meshworks,” defined as complex and layered weaving of ideas or lines, including partnership, involvement, noticing, and impact.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who contributes to the reflective narratives analyzed in the study?",{"text":117,"@type":113},"The paper draws on reflective narratives from a school leader and initial teacher education staff involved in setting up the partnership program.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study connect AITSL with pre-service teacher development?",{"text":121,"@type":113},"It suggests that action calls aligned with AITSL can clarify how close collaboration supports the development of pre-service teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593831,1792144471,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 10 | Article 5 |\n| --- | --- |\n| 2018\u003Cbr>Lines of School-University Partnership: Perception, Sensation and Meshwork Reshaping Of PreService Teachers’Experiences\u003Cbr>Narelle Lemon\u003Cbr>Swinburne University of Technology, [nlemon@swin.edu.au](nlemon@swin.edu.au)\u003Cbr>Anat Wilson\u003Cbr>Swinburne University of Technology, [anatwilson@swin.edu.au](anatwilson@swin.edu.au)\u003Cbr>Catherine Oxworth\u003Cbr>Swinburne University of Technology, [coxworth@swin.edu.au](coxworth@swin.edu.au)\u003Cbr>Agli Zavros-Orr\u003Cbr>Swinburne University of Technology, [azavrosorr@swin.edu.au](azavrosorr@swin.edu.au)\u003Cbr>Bryan Wood\u003Cbr>Trinity Grammar School, [woodb@trinity.vic.edu.au](woodb@trinity.vic.edu.au) |  |\n\nRecommended Citation  \nLemon, N., Wilson, A., Oxworth, C., Zavros-Orr, A., & Wood, B. (2018). Lines of School-University Partnership: Perception, Sensation and Meshwork Reshaping Of Pre-Service Teachers’ Experiences. Australian Journal of Teacher Education, 43 (10). Retrieved from [https://ro.ecu.edu.au/ajte/vol43/iss10/5](https://ro.ecu.edu.au/ajte/vol43/iss10/5)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss10/5](https://ro.ecu.edu.au/ajte/vol43/iss10/5)  \nAustralian Journal of Teacher Education  \nLines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences  \nNarelle Lemon  \nAnat Wilson  \nCatherine Oxworth  \nAgli Zavros-Orr  \nSwinburne University of Technology  \nBryan Wood  \nTrinity Grammar School  \nAbstract: School-university partnerships are complex, entangled and  \nlayered. As renewal of initial teacher education is at the forefront,  \nunderstanding how we approach partnerships is imperative. This  \npaper draws on reflective narratives of a school leader and initial  \nteacher education staff involved in setting up a school-university  \npartnership program. We identify the use of ‘meshworks’, that is  \ncomplex and layered weaving of ideas or lines (Ingold, 2011; 2015;  \n2017)– specifically the lines of ‘partnership’, ‘partnership  \nunderstanding’, ‘involvement’, ‘supporting pre-service teachers’,  \n‘noticing of pre-service teachers’, and ‘impact’. The analysis of the  \nfindings illuminate benefits from co-design and vision, while  \ndemonstrating how a call to action from Australian Institute for  \nTeaching and School Leadership (AITSL) can illuminate how working  \nclosely together can support the development of pre-service teachers.  \nWe conclude by suggesting that future teacher quality is dependent  \nupon the strength of the intersections of these school-university  \npartnerships.  \nKeywords: initial teacher education, pre-service teachers, university-school partnerships, partnerships, collaboration  \nIntroduction  \nThere were five participants in the university-school partnership team; each had a different role to play in a collaboration intended to support pre-service teachers (PST) who are undertaking initial teacher education (ITE) studies in the university context, and to scaffold their development through competency from a ‘novice’ to ‘competent’ to ‘ready to teach ’ teacher. We know that Professional Experience is a core element to supporting this development and in meeting the Australian Institute for Teaching and School Leadership (AITSL) standards. School experience and observation of expert teachers in real, authentic learning situations is an expectation of how this can be met. Currently there are mixed approaches to how this is done  \nVol 43, 10, October 2018 81  \nAustralian Journal of Teacher Education  \nacross the sector of ITE (Zhao & Zhang, 2017). Much focus has been on the responsibly of a practising teacher (or mentor as they are often called) to provide these opportunities (Ingersoll & Strong, 2011) . For many ITE programs, this has resulted in a breakdown of school-university partnerships, at the very time that there should be a renewed interest in how schools and universit","cbCaiv84ewNCNzmp","https://ap.wps.com/l/cbCaiv84ewNCNzmp","pdf",348591,18,"English","# Introduction\n## School-university partnerships and professional experience\n## Authentic assessment and standards-based teacher development\n# Abstract and conceptual framework\n## Meshworks and partnership “lines”\n## Co-design, AITSL impact, and future teacher quality","[{\"question\":\"What concept does the paper use to explain school-university partnerships?\",\"answer\":\"It uses “meshworks,” defined as complex and layered weaving of ideas or lines, including partnership, involvement, noticing, and impact.\"},{\"question\":\"Who contributes to the reflective narratives analyzed in the study?\",\"answer\":\"The paper draws on reflective narratives from a school leader and initial teacher education staff involved in setting up the partnership program.\"},{\"question\":\"How does the study connect AITSL with pre-service teacher development?\",\"answer\":\"It suggests that action calls aligned with AITSL can clarify how close collaboration supports the development of pre-service teachers.\"}]","Lines Of School-University Partnership - Issue 5 | PDF",1792077999,45]