Teacher education has long grappled with how to best train new teachers. Recently, the field has been transitioning from a training model focused on skill acquisition (Sandefur & Nicklas,1981) to a practice-based model emphasizing participation, engagement, and reflection (Grossman & McDonald, 2008; Zeichner, 2010). This shift is rooted in the understanding of teaching and learning as experiential, social, and dynamic within a cognitive apprenticeship framework (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). The practice turn highlights the critical role of field experiences and school-based teacher educators in teacher preparation (Hoffman et al., 2015), which requires collaboration between universities and schools. 

As a result of the shift to more practice based, contextualized teacher preparation, many countries have mandated school-based placements and practicing teachers' involvement in supporting preservice teachers' development (Hobson et al., 2008). And yet effective mentoring and training in initial teacher education is complex and requires significant effort and care by multiple stakeholders (Haggarty, 1995). Strengthening educational experiences for teacher candidates involves reimagining the collaboration between university educator preparation programs and local schools.

This context for effective preservice teachers’ professional development occurs at both universities and schools, and the two arenas can be described as partnerships. A partnership is defined as an agreement between initial teacher education institutions and stakeholders working together towards a shared goal to improve education at all levels (Smith, 2016). Partnerships allow theory and practice to align, benefiting pre-service teachers, university-based teacher educators, and school-based teacher educators. Creating stronger partnerships also allows for richer interactions and learning for all which, at its core, serves the purpose of improving the educational experience and outcomes for students.

These collaborative partnerships have the potential to bridge theoretical knowledge with practical experience, aligned with experiential, practice based methods that address the growing demand for effective teacher preparation. In this symposium, researchers from four countries present successful partnership models in initial teacher education, including school-based teacher residencies, co-teaching approaches, and mentorship programs. Key themes include the impact of partnerships on teacher readiness, professional development, and pre-service teachers’ outcomes, as well as challenges like institutional alignment, resource allocation, and sustainability. Studies from USA, Australia, and Norway provide insights and recommendations for enhancing university-school collaborations, helping to "chart the path forward" to high quality initial teacher training across Europe and the world.

The Norwegian study examines the collaboration between pre-service teachers, school-based teacher educators, and university-based teacher educators. A Norwegian university reorganized field practice groups to share teaching areas, involving 113 participants in a survey. Results showed deeper focus but limited broader teacher profession approaches. The study highlights the need for shared understanding and better university-school collaboration to strengthen teacher education partnerships and improve field practice experiences.

The Australian study present the online platform UniConnected. This online platform addresses rising degree costs, employability, and teacher shortages by improving student experiences and partnerships. This online platform offers authentic workplace experiences, reducing praxis shock and increasing employment pathways. It connects university students, faculties, and industry partners, providing paid opportunities for teacher candidates. The 2024 pilot showed increased user profiles and partner reach-outs. UniConnected exemplifies technology's role in enhancing teacher education, supporting sustainable talent pipelines, and addressing workforce needs in schools and early childhood centers.

The U.S. study examines a "teacher residency" model, which promotes partnerships between university-based educator preparation programs (EPPs) and schools. Using situated learning, it provides immersive classroom experiences for teacher candidates. The research on Texas EPPs (2019-2023) highlights challenges like shifting coursework and funding, but also benefits such as high self-efficacy and commitment among participants. The study underscores the importance of collaboration and innovative approaches in teacher education.

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