ABSTRACT
The 2014 TEMAG reforms identified ‘integrated partnerships’ as the best platform for developing quality ‘classroom-ready’ teachers. But professionals working in schools and universities have different cultural histories and occupy workplaces with different priorities and expectations. Do these professionals agree with the Advisory Group and see integrated partnerships benefitting pre-service teachers? Reading ‘benefit’ as any kind of advantage for preservice teachers, I report on an analysis of interviews, conducted during 2019 and early 2020 (pre-pandemic), with school- and university-based professionals in the State of Victoria, Australia. The analysis identifies the benefits that each type of professional perceived and uses quotes to suggest why these benefits contributed to preservice teachers’ classroom readiness. I conclude that school- and university-based professionals agree that school–university partnerships are a beneficial platform for preparing ‘classroom-ready’ teachers.
