This chapter reports on the experiences of one rural New South Wales Hub partnership from the perspective of a group of teacher-education academics who worked in partnership with school staff. We report on the benefits of the partnership from the university perspective, and give our observations of the benefits for the participating school. Key learnings relate to the benefits of the inclusion of classroom practitioners' and school leaders' contemporary classroom experiences, from, in preparing preservice teachers for their transition into professional placement. We also report on challenges encountered during the program, and in sustaining the established relationship into the future.
|Title of host publication||Work-Integrated Learning Case Studies in Teacher Education|
|Subtitle of host publication||Epistemic Reflexivity|
|Editors||Matthew Winslade, Tony Loughland, Michelle J. Eady|
|Publication status||Published - 2023|