Professional Partnerships in Social Education: A Challenging Labyrinth for Educators

Abstract

Participants in this study were involved in two elementary schooll university partnerships which were focused on social studies education. This interpretive study reports inservice teachers’ responses to questions regarding those matters that support or that interfere with successful partnerships between schools and universities, in this caseProfessional Development Schools (PDS). The components inservice teachers cited as necessary for successful collaborative efforts, the barriers to such success, and comments regarding the advantages of such partnerships were candidly related. Specific characteristics and participants’ contributions at both elementary school sites are noted to complement the reflective discourse of partnerships.

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