ABSTRACT
Introduction At the beginning of this volume, we introduced the contexts in which school-university partnerships were formed in diff erent parts of the world, mainly the United Kingdom, the United States and Australia. We have seen although the motivations for creating various forms of collaborative relationship between schools and universities varied, they suggest that formal learning which takes place in the university is insuffi cient for teacher preparation purposes. Student teachers’ (STs) learning needs to be also situated in the workplace where a diff erent kind of learning takes place. Th is is why the teaching practicum is an indispensable component of any teacher preparation program, although the importance attached to this component varies a great deal.
