There is increasing responsibility on headteachers to challenge political and social constructions that reinforce marginalisation and oppression. Accordingly, political acuity is a necessary characteristic of contemporary headship, and a critical aspect of leadership preparation and development (Mitchell, forthcoming).

Research Aim

The aim of this study is to problematise the professional learning → practice transfer from an Enhanced Political Awareness (EPA) programme in Scotland. EPA is offered to aspiring headteachers through a partnership between a university and an education authority (EA) to augment participants’ political acuity in their leadership practice.

Theoretical framework

The study draws on intersections between Feminist and Marxist theories (Madhavi & Rao, 2024) as a lens to explore EPA participants’ Critical Leadership Praxis (CLP) in their contextual sites of practice, with an emphasis on their agency and capacity to challenge neoliberal hegemony and systemic oppression.

Methods

The researcher conducted semi-structured, one-to-one interviews with EPA participants to explore factors that supported or undermined the application of their learning from the university programme in their respective sites of practice within the EA. The inductive analysis of the interviews followed a sequential framework (Braun & Clarke, 2006) to identify significant themes in the data, from initial reading to synthesis and reporting.

Findings

The study found that factors around professional authenticity, capacity, agency and safety, were key determinants of the extent to which participants’ felt empowered and supported to enact political acuity through CLP in their respective contexts.

Relevance

The conclusion draws on the findings to propose a three-way social contract between the LA, the University and the participants, to support CLP for equity and social justice in education. Further it highlights implications for practice-based leadership preparation programmes, specifically the need for such professional learning to take cognisance of the challenges of professional learning → practice transfer in participants’ unique contexts.

The Partnership Model of School Experience used at the University of Glasgow has been in place since 2011. The model was reviewed and scholarship activity exploring its evolution has been carried out. The overarching aim has been to develop and strengthen our model for the support and assessment of student teachers on school placement with an emphasis on equity and inclusion. This paper will discuss the themes and understandings about partnership as a concept emerging from the data while also providing an overview of our response. This work is placed in the context of the unique characteristics of teacher education in Scotland, and how these provide both opportunities and constraints.

Several research methodologies have been used to record the voices of the partners in the model, expert interviews, focus groups and questionnaires. Nominal group technique and appreciative enquiry were used in student voice data collection. 

Analysis of data from practitioner expert interviews allowed key themes to be identified.   Relationships and communication, identity, teacher learning, and challenges featured strongly. Student voice, focussed on appreciative enquiry, which allows us to identify the positive attributes of school experience and university-based preparation for placement to inform future practice.

For student teachers, experience in schools is hugely significant to their progress as learners and to the development of their teacher identity. Lofthouse and Thomas (2014) have referred to school placement as a ‘vulnerable workplace learning practice’ and student teachers report increasingly variable experiences. The Partnership Model was developed to help mitigate negative placement experiences by providing a dedicated university-based teacher educator to support the student and develop partnerships with the teacher mentors. This study seeks to understand the extent to which this aim has been achieved and what needs to be done to ensure that the student experience is consistent and positive in future.

Teacher shortages and access to authentic professional formation are pressing issues in the Australian education system, particularly in under-resourced and rural schools. These challenges not only affect the quality of education but also hinder the development of pre-service teachers, limiting their exposure to diverse teaching environments and their ability to form strong professional identities. Additionally, universities face difficulties in creating meaningful partnerships with schools to provide authentic learning experiences, while schools struggle to alleviate workforce pressures and provide equitable educational opportunities.

In response to these challenges, our study investigates the role of UniConnectED, a technology-enabled platform designed to foster equity, inclusion, and professional formation among pre-service teachers by facilitating effective university-school partnerships. UniConnectED aims to bridge the gap between campus and career by connecting pre-service teachers with schools, regardless of location or sector, lessening the future impact of praxis shock, as well as the current cost of living needs. Through this platform, pre-service teachers gain authentic work experiences in a variety of school settings, addressing both the disparity in educational opportunities and the national teacher shortage.

Our 2024 trial study has seen a steady increase in user profiles on the platform since its launch mid-year. There has also been a strong upward trend in direct partner reach outs to pre-service teachers. Through a mixed-methods approach involving quantitative surveys and qualitative analysis of open-ended responses, this research offers insights into the platform’s impact on user experiences, professional identity formation, equity and employment.

By promoting reciprocal relationships, this study highlights the platform’s potential to transform university-school partnerships through providing equitable access to diverse educational experiences, fostering professional growth, and promoting workforce sustainability. UniConnectED has the potential to addresses some of the most pressing issues in education today and aligns with the broader goal of fostering quality teaching for a more equitable world.

Research Aim: To understand how university - school partnerships can leverage practitioner enquiry to improve equity and quality in education provision.

Conceptual framework: Conceptualizations of research-practice partnerships (RPPs) support and inform this research (Chapman et al., 2016; Farrell et al., 2022; Henrick et al., 2017). Focussed on co-production of knowledge and educational improvement and transformation, this study explored professional learning and practitioner enquiry at the boundaries of partner organizations, intermediary outcomes, research, and practice.

Methods: The research is an Exploratory Sequential mixed methods design (Creswell 2017) to engage with four different types of relevant data to understand the effectiveness of the RPP in leveraging practitioner enquiry to improve quality and equity in education provision: A) Surveys (n=53), B) Social Network Analysis (n=53), C) Interviews (n=12), and D) Document Analysis (n=51).

Findings to be discussed: The impact of practitioner enquiry on a 'learning culture', staff collaboration, and building confidence in teaching practices; ways in which practitioners engage with research; areas of strengths and challenges when engaging in enquiry; structures and practices which support or hinder school improvement efforts; and a demonstration of how co-production of research with teachers and university staff can be realized.

Relevance to conference themes and strand: The expectation that all teachers in Scotland have a depth of knowledge and understanding of “practitioner enquiry…to challenge and inform professional practice” (General Teaching Council for Scotland, 2021: 7) is embedded within the professional requirements for teachers, as Scotland strives to tackle inequity and, in particular, the poverty-related attainment gap in Scotland’s schools. The local secondary school in this partnership is committed to improving educational attainment by supporting teachers to develop as enquiring leaners through collaboration with the University of Glasgow’s School of Education.