Abstract
This chapter draws on the insights in previous chapters to present two visions for the use of partnerships in teacher education and the applicability of our STEPS Interpretive Framework as a language to inform and describe partnership work, and to show how education-focused partnerships can be set up to work most effectively in a range of other contexts. A discussion follows of how this framework contributes to the literature on partnerships follows as do some suggestions for limitations of their use.
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Hobbs, L., Kenny, J. (2018). Visionary Practice. 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_16
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DOI: https://doi.org/10.1007/978-981-13-1795-8_16
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