P-12 literacy needs and university support: exploring educator perceptions of partnership

Purpose Teacher preparation programs are reliant on primary and secondary schools (P-12) to provide the rich clinical experiences needed for the development of effective teachers. Many urban schools welcome these clinical partnerships, but at what benefit to their own needs? The following study explores the perceptions surrounding school–university partnerships from the perspective of the educators in the school. Design/methodology/approach Qualitative methods were used to study the views of three educators from urban schools on how their literacy needs were being supported by their partnerships with teacher preparation programs. Findings They reported common beliefs around benefits and challenges while also providing similar hopes and aspirations for what the partnership could yield. Implications about their responses are discussed. Originality/value School–university partnership has been studied from the perspective of the university but rarely from the perspective of the educators in schools.