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Notions for Improved Professional Development of Prospective Teachers: Effective Collaboration among Stakeholders to Develop Conceptual Framework for University-School Partnership

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Title: Notions for Improved Professional Development of Prospective Teachers: Effective Collaboration among Stakeholders to Develop Conceptual Framework for University-School Partnership
Language: English
Authors: Fatima Batool, Samina Malik, N. B. Jumani
Source: Innovations in Education and Teaching International. 2024 61(4):675-690.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Stakeholders, College School Cooperation, Partnerships in Education, Program Improvement, Educational Cooperation, Foreign Countries, School Administration, Principals, Teacher Educators, Undergraduate Students, Teacher Supervision, Assistant Principals, Universities, Teacher Attitudes, Administrator Attitudes, College Faculty, Preservice Teacher Education, Faculty Development
Geographic Terms: Pakistan (Islamabad)
DOI: 10.1080/14703297.2023.2214130
ISSN: 1470-3297
1470-3300
Abstract: This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429495
Database: ERIC
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  Value: <anid>AN0178176719;hzj01aug.24;2024Jul03.05:53;v2.2.500</anid> <title id="AN0178176719-1">Notions for improved professional development of prospective teachers: Effective collaboration among stakeholders to develop conceptual framework for university-school partnership </title> <p>This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.</p> <p>Keywords: University-school partnership; teacher training; professional development; prospective teacher; teacher educators; schools' principals</p> <hd id="AN0178176719-2">Introduction</hd> <p>Worldwide educational experts are focusing on streamlining initiatives that may guarantee effective professional development of Prospective Teachers (PTs) as they are required to play the role of nation builders in the future. For example, it has been identified by Beck and Kosnik ([<reflink idref="bib5" id="ref1">5</reflink>]) that cooperative teachers who are also called associate or experienced teachers can ensure improvement in the professional development activities that are being arranged for the professional grooming of prospective teachers. Furthermore, in the scenarios of effective professional development of PTs, it has been explored by Lingam ([<reflink idref="bib21" id="ref2">21</reflink>]) that developing the habit of writing reflection can prove very supportive for PTs to improve their instructional practices. And it has been proposed by French ([<reflink idref="bib12" id="ref3">12</reflink>]) that teacher educators responsible for familiarising PTs with educational theories and trends and preparing them for future courses of action; can play a contributing role in making PTs effective reflective practitioners.</p> <p>Besides it, Sabuncuoglu ([<reflink idref="bib30" id="ref4">30</reflink>]) highlighted the important role of school principals in the professional development of PTs by stating that school administrators and school principals can provide ample opportunities for the training of PTs (Karacabey, [<reflink idref="bib19" id="ref5">19</reflink>]) by providing them the chance to participate in various curricular and co-curricular activities. For teaching practice which is also termed practicum or internship, PTs are sent to various schools, colleges, or institutes that have been specially established to offer training facilities to PTs. This training phase is very important for making PTs professional teachers as Ozmen ([<reflink idref="bib28" id="ref6">28</reflink>]) stated that the nonverbal behaviour of PTs can only be improved during field-based professional development. Likewise, Chong et al. ([<reflink idref="bib7" id="ref7">7</reflink>]) stated that shaping teachers' identity of PTs demands to providing such an environment to PTs that may meet the demands and expectations of teacher educators and may be made possible by ensuring a strong bond between universities and schools supervisors. It has been realised that active involvement of staff members (from universities and institutes where PTs are sent for practice) can ensure the success of professional development programs, and this involvement may only be ensured if concerning authorities (teacher educators, schools principals, and training directors) have frequent coordination (Lingam et al., [<reflink idref="bib22" id="ref8">22</reflink>]).</p> <p>To ensure effective and fruitful coordination among concerned authorities regarding PTs' professional development, it has been identified by Adnyani ([<reflink idref="bib1" id="ref9">1</reflink>]) that a robust school-university partnership can play a pivotal role. Likewise, McLean ([<reflink idref="bib24" id="ref10">24</reflink>]) described that working under the supervision of a knowledgeable supervisor can boost up confidence, problem-solving skills, and teaching competence of PTs to a great extent and it can be possible only if school principals, teacher educators, and cooperative teachers will work collaboratively for professional development of PTs. It has been highlighted by Darling-Hammond ([<reflink idref="bib9" id="ref11">9</reflink>]) that for ensuring the success of teacher training programs, strong coordination among concerned stakeholders is a mandatory element (in Figure 1). It has been described that active participation of the following stakeholders may be ensured for partnership in teacher training programs.</p> <p>Graph: Figure 1. Stakeholders for Partnership (Darling-Hammond, [<reflink idref="bib9" id="ref12">9</reflink>]).</p> <p>It has been argued by Tao and Gao ([<reflink idref="bib31" id="ref13">31</reflink>]) that interactive professional development activities arranged by close coordination of teacher educators and school principals can positively stimulate to shape the professional identity of PTs. A robust partnership among universities and school officials can enable teacher educators to share their expectations with school principals, and as per the directions of supervisors, PTs can complete their teaching practice effectively (Irani et al., [<reflink idref="bib18" id="ref14">18</reflink>]). Considering the above-mentioned need and importance, it can be observed that a strong bond between university and school officials can offer unique opportunities to improve the level of professional development activities for PTs.</p> <p>World-renowned universities (such as University of Warwick, Hong Kong University, Monmouth University, Indiana University, Washington University, and many Australian universities) have built partnership frameworks to strengthen their teacher education programs, but such kind of framework is missing in the Pakistani context. Development of this framework can assist all teacher education institutes/universities of not only Pakistan but other universities of the Asian region as well to build a partnership for minimising the criticism that is being made to the quality of teacher education programs. Therefore, based on the available empirical reviews and suggestions/viewpoints of teacher educators and school principals, this study has been designed to propose a conceptual framework for ensuring university-school partnership.</p> <hd id="AN0178176719-3">Delimitations of the study</hd> <p>This study was delimited to two universities, two colleges, and six schools in Islamabad Capital Territory. Schools and universities were selected keeping in view the frequent liaison of teacher educators and school principals for taking initiatives to ensure the effective professional development of PTs.</p> <hd id="AN0178176719-4">Significance of the study</hd> <p>The findings of this study are helpful for PTs as they will get effective opportunities for professional development as a result of a robust university-school partnership. This study has provided a clear picture of the roles and responsibilities of all concerned officials in the professional development of PTs, so these all will get active to perform their duties more efficiently. The proposed framework of the university-school partnership will prove very significant for the administrators of all those universities and schools; who have a desire to build a robust partnership with relevant institutions for upgrading the level of professional development of not only PTs but of in-service teachers as well. Cooperative teachers will get the required guidelines for involving PTs in the most relevant activities during teaching practice and in this way; they will be able to perform their role diligently. Cumulatively, the proposed framework will play a contributive role in enhancing the effectiveness and practicality of professional development programs, which will ultimately result in the production of efficient teachers, who are undoubtedly an asset to all nations.</p> <hd id="AN0178176719-5">Literature review</hd> <p>Professional development of PTs generally relies on the activities that are being organised during the undergraduate programs of teacher training by teacher educators at teacher training institutes/universities and by training directors, school principals, and cooperative teachers at various schools where PTs are sent for teaching practice (Hills & Sessoms-Penny, [<reflink idref="bib14" id="ref15">14</reflink>]). Effective university school partnerships can play a tremendous role in setting possibilities for PTs to acquire the required knowledge, skills, and values (Hussain, [<reflink idref="bib16" id="ref16">16</reflink>]) as well as, at the same time, implement learned ideas in a natural environment constructively. As practical stage of professional development is very crucial for producing knowledgeable and helpful future experts; therefore, it has been debated by researchers (Turnbull & Turnbull, [<reflink idref="bib33" id="ref17">33</reflink>]) that for strengthening the professional development programs, especially for PTs, there is a dire need to make these programs research-oriented and to ensure required reforms in existing policies and plans of these programs. It has been explored by Rytivaara et al. ([<reflink idref="bib29" id="ref18">29</reflink>]) that the effort of school principals and cooperative teachers offering effective opportunities for co-teaching to PTs during their practice phase can prove very helpful in improving classroom management and interaction-related skills.</p> <p>During the coursework phase at university/teacher training institutions, PTs are familiarised with various theories and strategies for becoming effective teachers in the future, and the most critical phase of their degree programs is the teaching practice phase (Van Tassel-Baska, [<reflink idref="bib35" id="ref19">35</reflink>]) where they get opportunities to practice learned curriculum under the supervision of experts and that phase must be carefully planned. Teacher educators train PTs for developing effective lesson plans, designing interactive learning activities, and utilising multiple teaching strategies while keeping in view the diverse learning needs of students; these teaching skills may be further polished if PTs get the chance to practice these ideas with close coordination of university and school administrators (Aydin et al., [<reflink idref="bib2" id="ref20">2</reflink>]).</p> <p>University school partnerships can play an imperative role in providing practice-related opportunities to PTs, and it has been explored by Adnyani ([<reflink idref="bib1" id="ref21">1</reflink>]) that teaching practice programs and workshops that take place at schools (field) can prove very supportive in preparing professional teachers. Engagements in challenging learning activities can also play a pivotal role in developing identity characteristics among PTs, such as self-awareness, self-image, self-confidence, and self-evaluation (Mathew & Poehner, [<reflink idref="bib23" id="ref22">23</reflink>]). It has been suggested by Duffield et al. ([<reflink idref="bib11" id="ref23">11</reflink>]) that as key stakeholders in the professional development of PTs, school principals must ensure the provision of a supportive teaching-learning environment at their respective institutions to enable PTs to upgrade their instructional knowledge and practices (Chalikias et al., [<reflink idref="bib6" id="ref24">6</reflink>]). At some schools, it has been reported by schools administrators that teachers, especially PTs do not pay desired attention to professional development activities (Nawab, [<reflink idref="bib25" id="ref25">25</reflink>]) that's why it is the joint responsibility of both: teacher educators and school principals to take collaborative initiatives for promoting knowledge of professional development models and designing activities to practice models that may upgrade the interest and attention level of PTs towards professional development activities (Ullah et al., [<reflink idref="bib34" id="ref26">34</reflink>]). As it has been explained by Odabaşı ([<reflink idref="bib26" id="ref27">26</reflink>]) the major purpose of professional development programs is to increase the skills and professional expertise of teachers; therefore it is very important to ensure active coordination among all stakeholders.</p> <p>With the growing expectations from teacher educators and other concerned officials regarding offering effective professional development opportunities for PTs; it has become imperative to offer a detailed structure (Djatmiko, [<reflink idref="bib10" id="ref28">10</reflink>]) for all stakeholders to streamline professional development activities keeping in view the emerging demands and trends. As it is very important to follow a proper monitoring mechanism for ensuring the desired performance of PTs and identifying the underlying problems, that's why collective initiatives in this regard may be taken by the university and school administrators via a detailed agenda of university-school partnership (Imhof & Picard, [<reflink idref="bib17" id="ref29">17</reflink>]). Operative professional development programs always emphasise addressing teachers' needs (Ozer, [<reflink idref="bib27" id="ref30">27</reflink>]) for successful planning, implementation, and evaluation of plans/activities. These needs can only be fulfilled by ensuring close coordination of all concerned officials. It has been elaborated by ten Dam and Blom ([<reflink idref="bib32" id="ref31">32</reflink>]) that the dream of effective school-based professional development can only be realised if there is a proper mechanism for ensuring effective collaboration of teacher educators and school principals in the form of robust university-school partnership (van Velzen et al., [<reflink idref="bib36" id="ref32">36</reflink>]). Effective university-school partnerships can motivate teacher educators and school principals to set a detailed agenda for the effective professional development of PTs. Therefore, this study has been carried out to explore the detailed perception of both to propose a framework that may be utilised to build partnerships among their respective institutions. So, here the major research question was: what can be the possible strategies to propose a conceptual framework for ensuring university school partnership? And in order to address this question, the following research methodology was adopted.</p> <hd id="AN0178176719-6">Research methodology</hd> <p>This research study was based on the philosophical assumptions of interpretivism as it emphasises the collection of detailed qualitative data from participants and presents it in the form of a comprehensive framework or theory for better understanding of the reader (Collins, [<reflink idref="bib8" id="ref33">8</reflink>]). For developing this framework, a multiple case study approach was employed by the researchers as this approach enabled researchers to collect data from multiple sources and provide a comprehensive picture of results related to a phenomenon. This research design is not limited to collecting data from multiple sources but also encourages researchers to develop a theory or framework; based on diverse and similar viewpoints collected from participants and literature-based sources (Hunziker & Blankenagel, [<reflink idref="bib15" id="ref34">15</reflink>]). Ethical approval was given by the authors' institution for conducting this research.</p> <p>Eighteen Teacher Educators (who were supervising PTs during the coursework phase of the undergraduate degree program) from two universities and sixteen Principals/Vice Principals (who were supervising PTs during the practical phase) from two colleges and six schools constituted the population of the study. As it has been suggested by Baker and Edwards ([<reflink idref="bib3" id="ref35">3</reflink>]) that the required sample size for qualitative research can be from 12–101 participants; therefore, the purposive sampling technique was utilised to select only those teacher educators and principals who were in direct connection with PTs, and they were sixteen (eight teacher educators and eight vice-principals).</p> <hd id="AN0178176719-7">Instrumentation, data collection and data analysis</hd> <p>In-depth interview guides were major data collection tools in this study. After conducting an in-depth literature review, the researcher explored that the mainly concerned officials for the professional development of PTs are teacher educators and school principals, as they have a direct connection with PTs and cooperative teachers. Therefore, major themes of interview guides were about the role of key officials in ensuring university-school partnerships, such as:</p> <p></p> <ulist> <item> How effectively universities and school administrators can play their role in ensuring university-school partnership?</item> <p></p> <item> What kind of role Federal Directorate of Education can play to ensure university-school partnership?</item> <p></p> <item> By focusing on which points, effective coordination among teacher educators and school principals may be ensured?</item> <p></p> <item> What kinds of responsibilities are assigned to cooperative teachers during the professional development of PTs?</item> </ulist> <p>Data for this study were collected in two phases; in the first phase, visits were made to sampled institutions to get formal permission from administrators to collect data, take consent from sampled participants, and schedule interviews with them. In the second phase, at the scheduled time/day researchers visited selected participants/institutions to collect data via interviews. Collected data were analysed by using inductive content and thematic analysis techniques. The inductive content analysis technique enabled the researchers to summarise and organise the collected data by applying the process of abstraction (Kyngas, [<reflink idref="bib20" id="ref36">20</reflink>]). To give a clearer picture to organised data, thematic analysis process suggested by Gay et al. ([<reflink idref="bib13" id="ref37">13</reflink>]) was applied and it was based on the following steps: reading/memoing, describing, classifying, and interpreting. Some key quotes derived from the interviews of teacher educators and school principals have also been described here, which are as follows:</p> <p>These particular quotes have been added (in Figure 2) as they show the main crux of participants' responses and responses of other (than cited) participants were also supporting these quotes. Furthermore, these responses helped authors a lot in finalising key themes to develop a conceptual framework for university-school partnerships.</p> <p>Graph: Figure 2. Supportive quotes of school principals and teacher educators to develop conceptual framework.</p> <p>Graph: Figure 3. Tentative draft of conceptual framework to ensure university-school partnership.</p> <p>Graph: Figure 4. Conceptual framework for university-school partnership (Batool, [<reflink idref="bib4" id="ref38">4</reflink>]).</p> <hd id="AN0178176719-8">Findings and discussion</hd> <p>After conducting a detailed analysis of data collected from the literature review, teacher educators, and schools principals, the following major themes were generated: The role of Federal Directorate of Education officials, cooperative teachers, teacher educators, and school principals in the professional development of PTs, Ways to ensure effective coordination among teacher educators and school principals, and Responsibilities that can be assigned to cooperative teachers. And these themes were utilised to develop a tentative conceptual framework for university-school partnership.</p> <p>Before presenting the final draft of the proposed conceptual framework, the validation process of the tentative framework was carried out, and its detail is as follows.</p> <hd id="AN0178176719-9">Validation process of proposed framework</hd> <p>It has been suggested by Yin ([<reflink idref="bib37" id="ref39">37</reflink>]) that to ensure credibility and upgrading the quality of data collected from a case study, researchers are expected to go through the validation process. Therefore, to ensure the proposed framework's internal and construct validity, the researchers consulted the available literature on frameworks of university-school partnership and experts of professional development programs at universities and schools. The researchers scheduled meetings with concerned officials, and on the day of the appointment, a tentative draft of the proposed framework was discussed as the main agenda of the meeting. The researchers intentionally contacted those training experts who have active participation in designing professional development activities for PTs and in-service teachers. These experts were familiar with the basics of proposing a conceptual framework for university-school partnership and the benefits of ensuring active coordination among university and school administrators to offer effective professional development activities to teachers.</p> <p>Besides, the researchers also met with cooperative teachers and PTs to explore their views to amend the draft of the framework for university-school partnership and explore suggestions to strengthen the professional development process/activities. All these participants provided very effective and valid suggestions for amending the tentative framework. A brief description of their suggestions is as follows: present the data in an attractive layout, prepare a list of acronyms that have been used in the framework, describe all framework segments for clarification, suggest ways to ensure effective monitoring of PTs during the practice phase, and clarify the role of training directors in the whole process.</p> <hd id="AN0178176719-10">Final draft of conceptual framework for university-school partnership</hd> <p>Afterward, keeping in view the valuable points derived from literature and experts' opinions, required amendments were made in the tentative draft of the proposed framework. The final draft of the framework was developed (Figure 4), and a detailed description was composed after consultation with educational experts. A pictorial and detailed description of the final proposed framework has been given in the upcoming lines:</p> <p>This framework has been proposed to highlight the key roles and responsibilities of concerned authorities (actively engaged in designing professional development activities for PTs). Operative strategies to ensure active coordination among concerned authorities have also been suggested in that framework (as it has been explored that during their internship PTs face a lot of problems at the workplace due to ineffective coordination among concerned authorities). This framework also highlighted some strategies for ensuring the active participation of cooperative teachers in the professional development of PTs as it was explored that cooperative teachers find difficulty in managing their time, and mostly they take the training of PTs as an extra burden. The PTs are usually sent to schools by university administrators to complete their teaching practice/internship, but due to greater distance (between schools and university), limited time span, a greater number of PTs in one batch and some other unavoidable circumstances, teacher educators (who supervise PTs during teaching practice) cannot make frequent visits to all schools and due to limited coordination (among teacher educators, school principals, and cooperative teachers) true purpose of teaching practice programs is not achieved.</p> <p>In this scenario, this framework can serve as a baseline for university administrators to develop partnerships with some specific schools (that have the capacity to accommodate and train PTs in line with the directions provided by teacher educators). This sort of partnership can offer an opportunity for concerned authorities to arrange frequent meetings for setting a clear agenda of teaching practice programs and ensuring that PTs are being trained as per their expectations. Conclusively, it can be stated that this framework has been designed to minimise the problems that PTs are facing during their teaching practice/internship. A detailed description of the proposed framework has been given below.</p> <hd id="AN0178176719-11">Role and responsibilities of concerned authorities</hd> <p>The first segment of that framework is based on the role and responsibilities of concerned authorities that are involved in the professional development of PTs. Officials of the Federal Directorate of Education (who are controlling schools/colleges and responsible for ensuring quality education at their respective institutions in Islamabad: Capital of Pakistan) and other concerning institutions (that have different names in different regions and countries) can play the role of mediator for creating a liaison between schools and teacher training institutions/teacher education departments. Such kinds of institutions can offer placement letters for prospective teachers; so that they can complete their training sessions at schools/colleges under the supervision of experienced teachers. By arranging special training sessions for cooperative teachers, teacher educators, and school principals, they can support the professional development of prospective teachers. The second most important role in ensuring university-school partnership, the school principals can play by holding the responsibility of master trainers and providing a notable practice environment.</p> <p>Once teacher educators place their PTs at various institutions after close coordination with Federal Directorate of Education officials, then it is the responsibility of school principals to form a team of cooperative/experienced teachers for engaging PTs in various activities. School principals also direct cooperative teachers to monitor and guide PTs throughout their practice period for providing them with ample feedback and directions. Like, officials of the Federal Directorate of Education play the role of mediator for coordination among school principals and teacher educators, the school principals play a mediator role in ensuring operative coordination among cooperative teachers and teacher educators for taking required initiatives to ensure effective professional development of PTs. Teacher educators can also play a very significant role in ensuring university-school partnerships as they hold the responsibility of educating PTs on the basics of teaching before their practice. To strengthen the pedagogical content knowledge of PTs; they instruct them about ways to ensure effective classroom management, ways to assess students' performance, application of innovative teaching methods during their teaching, utilisation of multiple audio-visual aids for making the instructional process effective, strengthening the use of information communication technology, incorporating the segment of reflective practices in their routine and getting involved in research activities for remaining up-to-date with emerging trends in education and pedagogy.</p> <p>Moreover, teacher educators provide required guidelines and assistance to cooperative teachers to ensure the smooth process of PTs' professional development. They also take initiatives to create a liaison with officials of the Federal Directorate of Education and school principals to facilitate the PTs' placement at various educational institutions for getting involved in the activities of professional development. The role of cooperative teachers in ensuring university-school partnerships cannot be overlooked as well. Along with school principals and teacher educators they play an imperative role in the professional development of PTs. Based on the directions of school principals and teacher educators, cooperative teachers assist PTs in understanding the work environment and involve them in various activities. In order to improve the instructional practices of PTs, cooperative teachers also monitor their performance and report it to school principals and teacher educators for taking further guidelines.</p> <hd id="AN0178176719-12">Ways to ensure effective coordination among concerned officials</hd> <p>The second segment of the proposed framework is based on the ways that may be adhered to ensure effective coordination among all concerned officials of PTs' professional development. A detailed agenda for the professional development of PTs may be developed with the collaboration of teacher educators and school principals; it may include all those activities and skills that will be carried out and required to be developed among PTs. This agenda may also be discussed with officials of the Federal Directorate of Education to get suggestions and approval. Those schools/colleges that are located nearby to teacher training institutions/departments may be selected by teacher educators for partnership purposes.</p> <p>Afterward, through proper channels, consent of school principals and Federal Directorate of Education may be sought to ensure that bond. As an autonomous body, the Federal Directorate of Education can also arrange a meeting with teacher educators and school principals to streamline adequate measures of effective PTs' professional development. As the various models of professional development have been introduced to ensure effective training of PTs, therefore a comprehensive model of professional development may be adopted by teacher educators and school principals with the approval of the officials of the Federal Directorate of Education to practice it during the practicum of PTs. The Federal Directorate of Education can play the mediating role in constituting a memorandum of understanding among school principals and teacher educators to ensure reforms in the professional development programs of PTs.</p> <hd id="AN0178176719-13">Strategies to ensure active participation of cooperative teachers</hd> <p>The third segment of the proposed framework is based on the strategies to ensure the active participation of cooperative teachers in the professional development activities of PTs, as they have to play a pivotal role and spend a great amount of time with PTs. School principals can give them relaxation from routine tasks so that they may spend practical time with PTs and guide them at every phase of training activities. This relaxation may be in the form of fewer numbers of classes as compared to other teachers, less burden about administrative duties, and so on. Teacher educators and school principals can brief cooperative teachers about expectations that are required to meet regarding the effective professional development of PTs. Teacher educators can clarify cooperative teachers about the areas of expertise for which they have to train PTs. Likewise, school principals can brief cooperative teachers about various strategies to ensure the effective involvement of PTs in teaching-related and administrative tasks.</p> <p>In order to encourage the active and supportive participation of cooperative teachers in PTs' professional development-related activities, school principals can form a team of experienced teachers and can give the charge of the team leader to senior cooperative teachers so that they can conduct engaging activities for them. PTs may be bound by school principals and especially by teacher educators to follow the guidelines and instruction of cooperative teachers during their practicum. Last but not least, adequate measures may be taken by close coordination of officials from the Federal Directorate of Education, teacher educators, and school principals to arrange some sort of honorarium for cooperative teachers; as they have to play a very operative role in ensuring effective PTs' professional development and sustainable university-school partnership.</p> <p>This framework has been designed for improving the professional development activities that are being offered by concerning authorities to PTs. Experts argued that the successful implementation of such kind of framework can prove very supportive for all stakeholders. The findings of this study have been supported by previous research studies that have been conducted by renowned educational experts and researchers (Adnyani, [<reflink idref="bib1" id="ref40">1</reflink>]; Darling-Hammond, [<reflink idref="bib9" id="ref41">9</reflink>]; Hussain, [<reflink idref="bib16" id="ref42">16</reflink>]; Imhof & Picard, [<reflink idref="bib17" id="ref43">17</reflink>]; ten Dam & Blom, [<reflink idref="bib32" id="ref44">32</reflink>]; van Velzen et al., [<reflink idref="bib36" id="ref45">36</reflink>]) as they were also in view that such kind of university-school partnership can prove very helpful for universities and schools' administrators.</p> <hd id="AN0178176719-14">Conclusions and recommendations</hd> <p>Ensuring effective university-school partnerships can prove helpful for creating a robust collaboration among training directors as well as the administrators at the universities and schools as they are playing the role of key administrators in designing professional development activities not only for PTs but also for in-service teachers. Based on the available empirical reviews and suggestions/viewpoints of educationists, this study was designed to propose a conceptual framework for ensuring university-school partnerships. As this study is a part of a PhD dissertation (Batool, [<reflink idref="bib4" id="ref46">4</reflink>]), that's why keeping in view the limitations of time and resources, the data were collected from teacher educators and principals of two universities, two colleges, and six schools. However, the internships/teaching practice activities designed by all universities/teacher training institutes of Pakistan for the training of prospective teachers are very much similar in nature. Therefore, the proposed framework for ensuring university school partnership is equally important for all stakeholders of teacher education.</p> <p>It is important to highlight that the biggest problem of the teacher education system in Pakistan is the lack of coordination among teacher training stakeholders and unfortunately this is a neglected area of research as well. Therefore, conducting a study to propose some strategies for ensuring the partnership among stakeholders' institutions was the need of the hour. In this study, with the aim of proposing a framework, data were collected by conducting detailed interviews with teacher educators and school principals and they gave useful suggestions to propose a framework for ensuring university-school partnership with the major aim of improved professional development of teachers (especially prospective teachers). Realistic practice of this framework can provide effective opportunities for teacher training institutions/universities to take initiatives for ensuring durable amendments in their policies and practices of teaching practice programs.</p> <p>Based on findings, it is recommended that teacher training departments/institutions can put this framework into practice (by making required contextual amendments) at their respective institutions as it may prove very supportive to upgrade the level of activities that are being arranged for ensuring the effective professional development of prospective teachers. Future research studies may be carried out to check the practicality of that framework as well as to explore the benefits of practicing such kind of framework in improving the scenario of professional development practices. Besides it, data may be collected from a large sample of teacher educators and school principals; and in future research studies, viewpoints of training directors, PTs and cooperative teachers may be also sought out for implementing a framework to ensure robust partnership among schools and universities.</p> <hd id="AN0178176719-15">Acknowledgments</hd> <p>The researchers highly acknowledge the contribution of teacher educators, school principals, cooperative teachers, and prospective teachers. Their input played a significant role in drafting the proposed framework for university-school partnership.</p> <hd id="AN0178176719-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0178176719-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> Adnyani, D. P. D. P. (2015). 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She has completed her PhD with dissertation titled "Effectiveness of Lesson Study Model in Improving Prospective Teachers' Professional Development and Students' Achievement: A Mixed Methods "Multiple Case Study" and currently working on various research articles.</p> <p>Samina Malik has been serving IIUI since 2007 in various academic and administrative positions. Her areas of interest include Higher Education, Gender Issues in Education, Education Leadership and Educational Psychology. She has been keynote speaker and presenter of papers in many national and international conferences. She has worked on various national and international projects. She is Editor of IJITL and Managing Editor of IJDEEL, IIUI.</p> <p>Nabi Bux Jumani is a seasoned Professor, educationist and expert with 27 years of experience in research, academics, faculty management and administration. He has overseen multidisciplinary research teams, faculty, academics, and has demonstrated outstanding leadership in Research, Distance Education, Program Designing and Faculty management. Prof. Jumani has held several senior management positions as well.</p> </aug> <nolink nlid="nl1" bibid="bib21" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib30" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib19" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib28" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib24" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib31" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib18" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib14" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib16" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib33" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib29" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib35" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib23" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib11" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib25" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib34" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib10" firstref="ref28"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref29"></nolink> <nolink nlid="nl22" bibid="bib27" firstref="ref30"></nolink> <nolink nlid="nl23" bibid="bib32" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib36" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib15" firstref="ref34"></nolink> <nolink nlid="nl26" bibid="bib20" firstref="ref36"></nolink> <nolink nlid="nl27" bibid="bib13" firstref="ref37"></nolink> <nolink nlid="nl28" bibid="bib37" firstref="ref39"></nolink>
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  Data: Notions for Improved Professional Development of Prospective Teachers: Effective Collaboration among Stakeholders to Develop Conceptual Framework for University-School Partnership
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  Data: This study was conducted in Islamabad Capital Territory of Pakistan to explore possible strategies for improved professional development of Prospective Teachers (PTs). Primary purpose was to propose a conceptual framework for ensuring university-school partnership as existing literature indicated that such partnership can offer unique opportunities to improve the level of professional development activities for PTs. Teacher educators and school principals constituted the population of the study. Collected data reflected that for improving the quality of teaching practice, there is a dire need to ensure an operative connection among teacher educators, school principals, cooperative teachers, and prospective teachers. Themes generated from data (collected from teacher educators and school principals) were utilised to develop a tentative conceptual framework for university-school partnership. Afterward, focus group discussions were arranged with educational experts for validation purposes, and by incorporating the suggestions of experts, the final draft of the university-school partnership framework was developed.
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