The Dynamics of University-School Partnerships in Teacher Education Practicum: A Comprehensive Analysis and Framework for Successful Implementation

This research delves into the dynamics of university-school partnerships in the context of the teaching practicum at the Open University of Sri Lanka, aiming to develop a framework for successful implementation. The study recognizes the critical role of the teaching practicum in shaping effective educators and acknowledges the diverse teacher education programs offered by the Faculty of Education. The literature review establishes the importance of the teacher education practicum, emphasizing its role as a bridge between theoretical knowledge and practical classroom experiences. University-school partnerships are explored as integral to the success of the practicum, with various models identified, including the clinical practice model and co-teaching model. Challenges in these partnerships, such as communication gaps and differing expectations, are discussed. Existing frameworks and strategies for successful implementation are also examined, highlighting the need for a collective approach and reciprocal learning models. The methodology involves a qualitative research approach, including documentary analysis and focus group discussions with master teachers and university academics. The research objectives include identifying the existing framework of the teaching practicum, exploring strategies for enhancing its quality, and establishing a new school-university partnership framework. Results and discussions present the existing framework of the teaching practicum at the Open University of Sri Lanka, emphasizing specific assessment mechanisms and school-based projects. Stakeholders' perspectives contribute to the formulation of innovative strategies, such as improving program interactions, building partnerships with model schools, and creating a stable master-teacher pool. A conceptual framework/model is proposed, illustrating the collaborative synergy between the university and schools to optimize the teaching practicum. In conclusion, the study underscores the critical role of a robust university-school partnership in the success of the teaching practicum. Recommendations include enhancing communication, capacity building for examiners, implementing innovative partnership strategies, maintaining a stable master teacher pool, establishing empirical arrangements, and creating a dedicated helpdesk. The research findings provide valuable insights for improving the quality and impact of the teaching practicum at the Open University of Sri Lanka.