This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching.

Part 1 Framing the STEPS Project Partnership Theory and Practice.- 1 Theory and practice: The context of partnerships in teacher education.- 2 Science Teacher Education Partnerships with Schools (STEPS).- 3 Models of School-based practice: Partnerships in Practice.- Part 2 STEPS Interpretive Framework as a partnership model.- 4 Linking theory and practice through partnerships.- 5 Representing Partnerships Practices.- 6 Growing University-School Partnerships.- 7 A Partnership Journey Narrative: The case of Damtru, Science Teacher Educator.- 8 Growing through partnerships.- 9 Sustaining School-University Partnerships: Threats, Challenges and Critical Success Factors.- Part 3 Application of the partnership model in other contexts.- 10 Teacher Education at Trinity University meets the STEPS Interpretive Framework.- 11 A New Zealand collaborative university-school partnership: Applying the STEPS framework.- 12 The case of the Catholic Teacher Education Consortium: Using the STEPS frameworkto analyse a school-university partnership.- 13 Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS Interpretive Framework.- 14 Scientists and Mathematicians in Schools: CSIRO, Australia.- 15 Case studies exploring the applicability of the STEPS Interpretive Framework in other Professions.- 16 Visionary practice.