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Education

The evaluation of school-university partnerships that improve teaching and learning practices

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A comprehensive literature review covers school-university partnerships (SUPs) to improve teaching and learning. Edna Milena Sarmiento Marquez assesses SUP exploration, implementation, and sustainability.

Image courtesy of interviewee. January 15, 2024

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This video video discusses school-university partnerships, which are long-term collaborations aimed at fostering educational innovations and solving practical problems in education. These partnerships typically involve university representatives, school practitioners, and may include other stakeholders like policymakers and parents. The main goals are to improve educational practices and student learning through shared responsibility and collaborative efforts.

The process involves phases: an exploration phase for establishing a shared vision, an implementation phase where stakeholders actively work together, and a sustainability phase that often lacks sufficient support, leading to challenges in maintaining innovative practices once university partners are not involved.

Research questions focus on how these partnerships are enacted and evaluated over time, with a systematic literature review highlighting the need for better understanding of the processes, challenges, and the development of shared frameworks for evaluation. The findings reveal that while partnerships create meaningful interventions, they often operate in isolation without sharing knowledge or best practices, which hinders their effectiveness and sustainability.

Recommendations include fostering associations for partnership knowledge sharing globally, emphasizing the importance of collaboration among partners, and leveraging digital technologies to enhance communication and cross-disciplinary interactions. Overall, the text emphasizes the importance of sustained efforts and shared frameworks to improve school-university partnerships for better educational outcomes.

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Here are some key quotes from the video discussing school-university partnerships and their dynamics:

1. **Definition and Purpose:**
"School university partnerships are usually long-term collaborations... to develop educational innovations or to solve problems of educational practice."

2. **Stakeholder Involvement:**
"These partnerships can also include other stakeholders like policymakers or sometimes parents or even the students."

3. **Shared Responsibility:**
"Everyone benefits, everyone gets a share... and everybody is responsible for what is happening."

4. **Benefits for Teachers and Students:**
"Teachers or school practitioners can get to try educational innovations... the students get the benefit from up to date interventions, and of course, the idea is that their learning will be improved as well."

5. **Challenges in Partnerships:**
"It might be difficult sometimes to maintain a shared understanding and a shared vision of what this partnership should be going."

6. **Phases of Partnerships:**
"These partnerships have... different phases: an exploration phase, an implementation phase, and a sustainability part."

7. **Need for Trust and Understanding:**
"The challenges include the fact that we struggle to build trust... to create this shared understanding, because of course, we come from different professional backgrounds."

8. **Overlooked Sustainability Phase:**
"This sustainability phase is largely overlooked... meaning that there is something in between that we are not doing well enough for sustaining this long-lasting and dream change that we all want in education."

9. **Research and Evaluation Gaps:**
"Partnerships are still operating in silos... developing their own research instruments... but there is not too much of a transfer of knowledge among them."

10. **Recommendations for Improvement:**
"One way we can close this gap is by promoting the creation of associations on different parts of the world... for stakeholders to focus on what has been done from the research point of view and try to systematize the process of monitoring and evaluating the partnerships."

11. **Importance of Digital Technologies:**
"We can make a good use of the digital technologies... to foster collaboration, communication, and the boundary crossing among these school-university partnerships."

These quotes highlight the objectives, benefits, challenges, and recommendations related to school-university partnerships in the educational convideo.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.395 --> 00:03.445
Well, school university partnerships are usually long-term

00:03.845 --> 00:08.205
collaborations, including, university representatives

00:08.585 --> 00:10.485
and school practitioners usually.

00:10.945 --> 00:14.525
So the idea is that they work together to develop,

00:14.675 --> 00:16.205
educational innovations

00:16.345 --> 00:18.885
or to solve problems of educational practice.

00:19.475 --> 00:21.045
They are usually,

00:21.675 --> 00:24.845
they can also include other stakeholders like,

00:24.905 --> 00:29.285
policy makers or sometimes parents or even the students.

00:30.225 --> 00:33.565
So the idea of these school university partnerships is that

00:34.245 --> 00:38.645
everyone benefits, everyone gets a share, on

00:38.645 --> 00:41.765
what is going on, and everybody is responsible

00:41.765 --> 00:42.885
for what is happening.

00:43.835 --> 00:45.205
Initially, teachers

00:45.345 --> 00:48.965
or school practitioners can, get to try innovation,

00:49.235 --> 00:52.405
educate educational innovations, like it can be,

00:52.405 --> 00:55.005
digital technologies, or it can be new,

00:55.585 --> 00:57.205
new pedagogical approaches.

00:58.025 --> 01:02.365
Uh, while from the research side, we usually like this,

01:03.075 --> 01:05.565
pragmatical aspect of research, right?

01:05.665 --> 01:08.965
So we get to grasp the ground at the field,

01:08.985 --> 01:12.085
and we get to create more meaningful interventions.

01:12.225 --> 01:16.205
We also get like a bit a deeper understanding of,

01:16.345 --> 01:19.245
the educational needs from,

01:19.465 --> 01:21.085
the teachers or from the students.

01:21.345 --> 01:25.125
So it also helped us improve our own, research.

01:25.385 --> 01:29.885
So, then from the student side, you get up to date,

01:30.635 --> 01:33.725
they get the benefit from up to date, interventions,

01:33.945 --> 01:36.125
and of course, the idea is that they will be,

01:36.375 --> 01:39.285
their learning will be, improved as well.

01:40.145 --> 01:43.165
The downside of the school university partnerships is

01:43.165 --> 01:46.845
that since it involves so many different partners with

01:46.985 --> 01:49.605
so many different views on what should be done

01:49.665 --> 01:50.885
and how it should be done,

01:50.985 --> 01:55.085
and also with different, professional backgrounds,

01:55.665 --> 01:57.085
it might be difficult sometimes

01:57.225 --> 02:00.845
to maintain a shared understanding and a shared vision

02:01.105 --> 02:05.205
or of what, and where this partnership should be going.

02:05.835 --> 02:07.005
Also, let's remember

02:07.005 --> 02:10.245
that we are talking about educational innovations, right?

02:10.425 --> 02:13.525
So it doesn't happen from one take to the next one.

02:13.835 --> 02:15.245
Educational innovations

02:15.425 --> 02:18.565
and educational change usually takes some time to happen.

02:19.525 --> 02:22.645
A lot of effort and commitment from all the involved parties

02:23.385 --> 02:26.045
and, of course a lot of support, which

02:27.235 --> 02:30.455
we sometimes think that support is just the money

02:30.515 --> 02:31.575
and just the fundings.

02:31.575 --> 02:35.415
But as we will see, it's a lot more than that.

02:35.915 --> 02:38.575
We were interested into understanding

02:38.995 --> 02:42.575
how these partnerships are enacted over time,

02:42.575 --> 02:45.295
because we assume that these partnerships have,

02:45.675 --> 02:47.535
in general different phases

02:47.835 --> 02:50.415
and exploration phase where everybody gets

02:50.415 --> 02:53.455
to know each other, get to set the ground for

02:53.525 --> 02:55.095
what this partnership will be,

02:55.285 --> 02:58.375
what are their responsibilities, and a step by step,

02:59.025 --> 03:00.765
Uh, plan of what we will be doing.

03:00.875 --> 03:03.565
Then there is this implementation phase where we all get

03:04.105 --> 03:08.245
our hands dirty and we start working on, the plan

03:08.245 --> 03:09.885
that we created at the beginning.

03:10.145 --> 03:11.485
We start training our teachers.

03:11.665 --> 03:15.365
Uh, we start, co-creating, new materials,

03:15.425 --> 03:17.045
and then we have the sustainability part,

03:17.095 --> 03:19.005
which usually is overlooked.

03:19.625 --> 03:23.125
So this is mostly the time where we don't have more funding,

03:23.265 --> 03:25.165
and we assume that the practitioners

03:25.185 --> 03:27.405
and the schools are independent

03:27.425 --> 03:30.245
and empowered in these innovative practices.

03:30.805 --> 03:32.445
So our first research question was that

03:32.985 --> 03:35.605
how are these partnerships enacted over time?

03:36.545 --> 03:38.485
Our second question was,

03:38.905 --> 03:41.165
how are these partnerships evaluated over time?

03:41.195 --> 03:45.845
Because the existing, existing literature

03:46.425 --> 03:49.325
has been focusing on how these partnerships are developed,

03:50.445 --> 03:54.695
what, how can we support,

03:54.735 --> 03:56.375
teacher professional development?

03:56.635 --> 03:59.855
And some reviews have also addressed issues related

03:59.995 --> 04:01.775
to educational and innovations

04:01.875 --> 04:04.815
and the organizational factors involved in this, kind

04:04.815 --> 04:06.175
of collaborative settings, right?

04:06.515 --> 04:08.535
But we were interested in how these,

04:08.535 --> 04:10.215
partnerships are developed.

04:10.515 --> 04:13.575
How are they support, what are the challenges

04:13.575 --> 04:16.935
that they experiment over time and how these are evaluated.

04:17.755 --> 04:21.295
So when we talk about a systematic literature review, we,

04:21.395 --> 04:25.215
we talk about the process,

04:25.215 --> 04:27.775
that is a standardized, so we took,

04:28.035 --> 04:29.935
as a guideline this prisma guidelines.

04:29.995 --> 04:34.375
So we first selected six important dataset,

04:35.215 --> 04:37.295
databases, I'm sorry, in education.

04:38.155 --> 04:40.175
And, we built a query.

04:40.395 --> 04:42.095
So we, we constructed this query

04:42.905 --> 04:46.575
based on whether it will give us a pool of papers

04:46.605 --> 04:49.455
that will be meaningful, including important papers

04:50.325 --> 04:52.535
with the, with the keywords

04:52.535 --> 04:54.495
that we were putting this way, right?

04:54.595 --> 04:58.335
So from an initial pool of, of 5,001 papers,

04:59.355 --> 05:03.615
we were systematically, filtering the papers.

05:04.885 --> 05:07.995
First, we, discarded the duplicates,

05:08.095 --> 05:12.235
and then based on our research questions, we were also,

05:12.435 --> 05:14.715
building some filters to discard other papers.

05:14.855 --> 05:17.475
So, for instance, we only consider peer review papers.

05:17.655 --> 05:21.435
We didn't consider other reports of brain literature.

05:22.175 --> 05:26.235
And, little by little we ended up having a hundred,

05:26.575 --> 05:28.595
papers to reviewing that.

05:29.055 --> 05:33.795
And these papers were basically papers, having some sort

05:33.795 --> 05:35.355
of empirical interventions

05:35.575 --> 05:38.035
and papers, focusing on teaching

05:38.035 --> 05:42.315
and learning practices, meaning, these kind

05:42.315 --> 05:46.675
of partnerships that directly, address,

05:46.775 --> 05:48.915
not only the teacher professional development,

05:49.055 --> 05:53.235
but also tackle a student learning as a part of their goals.

05:54.055 --> 05:56.875
And this is how we ended up with this nice pool

05:56.875 --> 05:57.925
of papers to review.

05:58.705 --> 06:01.445
So we were able to identify which,

06:01.835 --> 06:04.285
processes happen on each one of these spaces.

06:04.865 --> 06:07.965
So we identified that at the beginning of the partnerships

06:07.965 --> 06:12.605
that are mostly, school directors and researchers or,

06:12.905 --> 06:16.085
or university representatives we're working together towards

06:16.485 --> 06:18.565
a shared vision and developing this plan

06:18.565 --> 06:19.885
that I mentioned at the beginning.

06:20.745 --> 06:25.165
Uh, usually they, they, the challenges include the fact

06:25.165 --> 06:28.165
that we struggle to build, trust.

06:28.465 --> 06:30.805
Um, and we struggle also

06:30.825 --> 06:32.725
to create this shared understanding,

06:32.725 --> 06:34.405
because of course, we come from

06:34.405 --> 06:35.725
different professional backgrounds.

06:36.405 --> 06:39.325
Researchers usually don't have much of an idea of

06:39.325 --> 06:40.485
what it means to be a teacher

06:40.665 --> 06:42.885
and apply these innovations in the practice.

06:43.425 --> 06:44.485
And teachers, of course,

06:44.625 --> 06:49.245
or, school practitioners usually lack this,

06:50.525 --> 06:53.925
research mindset of, assessing the impact

06:53.945 --> 06:56.685
of mind practices in the school, right?

06:57.105 --> 06:59.245
So we struggle to, to, to come together

06:59.385 --> 07:01.285
and to negotiate a shared understanding.

07:01.955 --> 07:06.845
Then we, we go to this, implementation, phase

07:07.255 --> 07:10.725
where there other stakeholders involved, right?

07:10.785 --> 07:12.245
So we have educators.

07:12.385 --> 07:15.325
We, we have, the teachers

07:15.325 --> 07:17.725
because they are usually trained in this phase,

07:18.265 --> 07:21.845
and then researchers usually pose as the people

07:21.945 --> 07:24.685
who oversee the process, not really very involved.

07:25.185 --> 07:26.885
Uh, something very nice that can,

07:26.885 --> 07:28.845
that start happening in this phase is

07:28.845 --> 07:31.205
that we start co-creating things together, right?

07:31.265 --> 07:35.365
So we get sort of get to mix more a little bit,

07:35.595 --> 07:37.645
something that we call boundary crossing.

07:37.665 --> 07:39.165
So we cross the boundaries

07:39.185 --> 07:41.965
of our professional backgrounds towards the others,

07:42.745 --> 07:45.365
so we can co-create meaningful interventions

07:45.425 --> 07:48.445
or meaningful, materials for the students.

07:49.665 --> 07:52.685
So again, the challenges in this phase might be related

07:52.745 --> 07:53.805
to communication.

07:55.265 --> 07:59.685
Uh, it's also, it's also related to the systematization of,

07:59.945 --> 08:01.245
the information.

08:01.505 --> 08:03.085
How do we share this information,

08:03.655 --> 08:07.125
which from the organization point of view, will help

08:07.145 --> 08:09.885
to promote, this innovation,

08:09.885 --> 08:12.445
innovation synergies in the partnership.

08:13.225 --> 08:16.885
Uh, then we also discovered that, for most

08:16.885 --> 08:20.245
of the papers, this sustainability phase is largely

08:20.415 --> 08:21.805
overlooked, as I mentioned,

08:21.905 --> 08:23.885
and it's where we struggle the most,

08:23.915 --> 08:26.165
because once,

08:26.505 --> 08:29.805
the university representatives are not there supporting the

08:29.805 --> 08:31.725
school practitioners to implement

08:31.745 --> 08:33.925
and apply these innovations in the classroom,

08:33.995 --> 08:35.845
usually it doesn't happen anymore.

08:36.595 --> 08:38.805
Meaning that there is something in between

08:38.805 --> 08:42.845
that we are not doing well enough for sustaining this,

08:43.755 --> 08:47.765
long lasting and dream change that we all want in education.

08:48.355 --> 08:51.405
From how these partnerships are developed regarding this

08:51.935 --> 08:56.085
evaluation evolution aspect of the partnerships we discover,

08:56.315 --> 09:00.965
perhaps like the most, interesting thing is not only

09:01.035 --> 09:04.445
that we are usually evaluating partnerships

09:04.705 --> 09:08.245
and its impact from a qualitative point of view,

09:09.035 --> 09:11.405
it's perhaps what is more striking is

09:11.405 --> 09:14.845
that partnerships are still operating in s

09:15.625 --> 09:19.245
So they develop their own, research instruments.

09:19.245 --> 09:21.445
They develop their own, methodology

09:21.545 --> 09:22.605
to assess the process,

09:23.345 --> 09:25.445
but there is not too much of a transfer

09:25.445 --> 09:26.725
of knowledge among them.

09:27.305 --> 09:30.245
So there are not many frameworks or instruments

09:30.425 --> 09:32.445
or good practices that can be shared

09:32.795 --> 09:35.965
between different partnerships, which,

09:36.145 --> 09:39.005
in consequence also hinders the transferability

09:39.105 --> 09:41.845
of good practices and the accumulation of knowledge.

09:41.845 --> 09:45.605
From the educational point of view, we can first conclude

09:45.605 --> 09:49.965
that, school university partnerships are still operating

09:50.065 --> 09:52.005
in silos, meaning that they are

09:52.535 --> 09:55.965
developing their own research instruments, developing nice

09:56.645 --> 09:59.005
interventions, but they are not sharing this knowledge

09:59.035 --> 10:00.045
with other people.

10:00.625 --> 10:04.605
So what we can do, what can we do from the research

10:04.665 --> 10:06.005
and the practice point of view?

10:06.665 --> 10:10.125
So one way we can close this gap is by,

10:11.635 --> 10:16.325
promoting, the creation of associations on different,

10:16.625 --> 10:18.325
parts of the world.

10:18.385 --> 10:20.125
So for now, the,

10:20.225 --> 10:22.365
the widest communities in the United States,

10:22.505 --> 10:25.005
but what happens in Europe, what happens in Australia,

10:25.155 --> 10:26.325
what happens in Asia?

10:26.785 --> 10:28.685
So it'll be nice to have these commun,

10:28.685 --> 10:32.605
these local communities who can be kind of hubs for people

10:32.625 --> 10:33.805
to share the knowledge

10:33.865 --> 10:35.685
and share the practices that they have

10:36.065 --> 10:39.325
and what they have already learned in their partnerships.

10:39.945 --> 10:43.885
Uh, another conclusion is that it would be interesting for,

10:45.345 --> 10:49.605
for, super stakeholders to focus on what has been done

10:50.155 --> 10:51.485
from the research point of view

10:51.585 --> 10:55.325
and try to systematize, the process of monitoring

10:55.325 --> 10:56.725
and evaluating the partnerships.

10:57.515 --> 10:58.605
It's also important

10:58.605 --> 11:01.565
that we focus not only on student learning

11:01.865 --> 11:05.085
or on teacher learning kind of variables, factors.

11:05.355 --> 11:07.805
It's also important that we focus on the collaboration

11:07.865 --> 11:11.645
and how we, in between the, the sups are we,

11:11.705 --> 11:12.805
how are we collaborating?

11:12.985 --> 11:16.325
How are we crossing these professional boundaries,

11:16.545 --> 11:18.365
and how are we learning from each other,

11:18.815 --> 11:23.165
which hasn't been really explored too much so far.

11:23.945 --> 11:28.205
And, finally, I think that we can make a good use

11:28.225 --> 11:31.845
of the digital technologies, well, who,

11:31.845 --> 11:35.445
which are being developed lately, so we can foster

11:36.105 --> 11:37.845
the collaboration, the communication,

11:37.985 --> 11:40.205
and the boundary crossing among these,

11:40.225 --> 11:41.765
school university partnerships.

00:00 - Well, school university partnerships are usually long-term collaborations, including, university representatives and school practitioners usually. So the idea is that they work together to develop, educational innovations or to solve problems of educational practice.

00:19 - They are usually, they can also include other stakeholders like, policy makers or sometimes parents or even the students. So the idea of these school university partnerships is that everyone benefits, everyone gets a share, on what is going on, and everybody is responsible for what is happening. Initially, teachers or school practitioners can, get to try innovation, educate educational innovations, like it can be,

00:52 - digital technologies, or it can be new, new pedagogical approaches. while from the research side, we usually like this, pragmatical aspect of research, right? So we get to grasp the ground at the field, and we get to create more meaningful interventions. We also get like a bit a deeper understanding of, the educational needs from, the teachers or from the students. So it also helped us improve our own, research.

01:25 - So, then from the student side, you get up to date, they get the benefit from up to date, interventions, and of course, the idea is that they will be, their learning will be, improved as well. The downside of the school university partnerships is that since it involves so many different partners with so many different views on what should be done and how it should be done, and also with different, professional backgrounds, it might be difficult sometimes

01:57 - to maintain a shared understanding and a shared vision or of what, and where this partnership should be going. Also, let's remember that we are talking about educational innovations, right? So it doesn't happen from one take to the next one. Educational innovations and educational change usually takes some time to happen. A lot of effort and commitment from all the involved parties and, of course a lot of support, which we sometimes think that support is just the money

02:30 - and just the fundings. But as we will see, it's a lot more than that. We were interested into understanding how these partnerships are enacted over time, because we assume that these partnerships have, in general different phases and exploration phase where everybody gets to know each other, get to set the ground for what this partnership will be, what are their responsibilities, and a step by step,

02:59 - plan of what we will be doing. Then there is this implementation phase where we all get our hands dirty and we start working on, the plan that we created at the beginning. We start training our teachers. we start, co-creating, new materials, and then we have the sustainability part, which usually is overlooked. So this is mostly the time where we don't have more funding, and we assume that the practitioners

03:25 - and the schools are independent and empowered in these innovative practices. So our first research question was that how are these partnerships enacted over time? Our second question was, how are these partnerships evaluated over time? Because the existing, existing literature has been focusing on how these partnerships are developed, what, how can we support, teacher professional development?

03:56 - And some reviews have also addressed issues related to educational and innovations and the organizational factors involved in this, kind of collaborative settings, right? But we were interested in how these, partnerships are developed. How are they support, what are the challenges that they experiment over time and how these are evaluated. So when we talk about a systematic literature review, we, we talk about the process,

04:25 - that is a standardized, so we took, as a guideline this prisma guidelines. So we first selected six important dataset, databases, I'm sorry, in education. And, we built a query. So we, we constructed this query based on whether it will give us a pool of papers that will be meaningful, including important papers with the, with the keywords that we were putting this way, right?

04:54 - So from an initial pool of, of 5,001 papers, we were systematically, filtering the papers. First, we, discarded the duplicates, and then based on our research questions, we were also, building some filters to discard other papers. So, for instance, we only consider peer review papers. We didn't consider other reports of brain literature. And, little by little we ended up having a hundred, papers to reviewing that. And these papers were basically papers, having some sort

05:33 - of empirical interventions and papers, focusing on teaching and learning practices, meaning, these kind of partnerships that directly, address, not only the teacher professional development, but also tackle a student learning as a part of their goals. And this is how we ended up with this nice pool of papers to review. So we were able to identify which, processes happen on each one of these spaces.

06:04 - So we identified that at the beginning of the partnerships that are mostly, school directors and researchers or, or university representatives we're working together towards a shared vision and developing this plan that I mentioned at the beginning. usually they, they, the challenges include the fact that we struggle to build, trust. and we struggle also to create this shared understanding, because of course, we come from

06:34 - different professional backgrounds. Researchers usually don't have much of an idea of what it means to be a teacher and apply these innovations in the practice. And teachers, of course, or, school practitioners usually lack this, research mindset of, assessing the impact of mind practices in the school, right? So we struggle to, to, to come together and to negotiate a shared understanding.

07:01 - Then we, we go to this, implementation, phase where there other stakeholders involved, right? So we have educators. We, we have, the teachers because they are usually trained in this phase, and then researchers usually pose as the people who oversee the process, not really very involved. something very nice that can, that start happening in this phase is that we start co-creating things together, right?

07:31 - So we get sort of get to mix more a little bit, something that we call boundary crossing. So we cross the boundaries of our professional backgrounds towards the others, so we can co-create meaningful interventions or meaningful, materials for the students. So again, the challenges in this phase might be related to communication. it's also, it's also related to the systematization of, the information.

08:01 - How do we share this information, which from the organization point of view, will help to promote, this innovation, innovation synergies in the partnership. then we also discovered that, for most of the papers, this sustainability phase is largely overlooked, as I mentioned, and it's where we struggle the most, because once, the university representatives are not there supporting the

08:29 - school practitioners to implement and apply these innovations in the classroom, usually it doesn't happen anymore. Meaning that there is something in between that we are not doing well enough for sustaining this, long lasting and dream change that we all want in education. From how these partnerships are developed regarding this evaluation evolution aspect of the partnerships we discover, perhaps like the most, interesting thing is not only that we are usually evaluating partnerships

09:04 - and its impact from a qualitative point of view, it's perhaps what is more striking is that partnerships are still operating in s So they develop their own, research instruments. They develop their own, methodology to assess the process, but there is not too much of a transfer of knowledge among them. So there are not many frameworks or instruments or good practices that can be shared

09:32 - between different partnerships, which, in consequence also hinders the transferability of good practices and the accumulation of knowledge. From the educational point of view, we can first conclude that, school university partnerships are still operating in silos, meaning that they are developing their own research instruments, developing nice interventions, but they are not sharing this knowledge with other people. So what we can do, what can we do from the research

10:04 - and the practice point of view? So one way we can close this gap is by, promoting, the creation of associations on different, parts of the world. So for now, the, the widest communities in the United States, but what happens in Europe, what happens in Australia, what happens in Asia? So it'll be nice to have these commun, these local communities who can be kind of hubs for people

10:32 - to share the knowledge and share the practices that they have and what they have already learned in their partnerships. another conclusion is that it would be interesting for, for, super stakeholders to focus on what has been done from the research point of view and try to systematize, the process of monitoring and evaluating the partnerships. It's also important that we focus not only on student learning

11:01 - or on teacher learning kind of variables, factors. It's also important that we focus on the collaboration and how we, in between the, the sups are we, how are we collaborating? How are we crossing these professional boundaries, and how are we learning from each other, which hasn't been really explored too much so far. And, finally, I think that we can make a good use of the digital technologies, well, who, which are being developed lately, so we can foster

11:36 - the collaboration, the communication, and the boundary crossing among these, school university partnerships.

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