Figure 4
The pathway consists of six levels arranged vertically from bottom to top. The first level at the bottom consists of three green text boxes arranged horizontally and labeled from left to right as follows: “Trust as a value,” “shared vision, values and goals,” and “ commitment from all parties.” An upward arrow from the first level leads to the second level, which consists of four purple text boxes arranged horizontally and labeled from left to right as follows: “Partnership Advisory Group in operation,” “shared governance,” “supportive and consistent leadership (schools and university),” and “funding.” The second and third purple text boxes are connected. Two upward arrows from the second purple text box and an upward arrow from the third and fourth purple text boxes lead to three pink text boxes arranged horizontally in the third level and labeled from left to right as follows: “agreed common definitions and language,” “expertise valued equally,” and “time.” Two upward arrows from each of the first, second, and third pink boxes lead to six orange boxes arranged horizontally in the fourth level and labeled from left to right as follows: “effective and relevant C P D and guidance,” “‘Third space (Zeichner 2010),’” “Teacher Educators in hybrid roles,” “working on joint projects,” “knowledge exchange,” and “research active.” An upward arrow from the first orange box, four upward arrows from the second orange box, and one upward arrow from the sixth orange box lead to nine yellow boxes arranged horizontally in the fifth level and labeled from left to right as follows: “school mentors feel recognised,” “accredited C P D,” “Professional growth,” “continuous evaluation and improvement,” “Evidence driven,” “Practice informed,” “Research informed,” “co-construction,” and “school partner contributions evident in course curriculum.” An upward arrow from the third, fourth, fifth, and eighth yellow boxes leads to eight green boxes arranged horizontally in the sixth level and labeled from left to right as follows: “research feeding back into practice,” “continuous improvement of courses,” “research opportunities with schools,” “Partnership magazine - contributions from schools,” “Reciprocal,” “feedback surveys,” “schools can identify benefits of being part of the Partnership,” and “for example school improvement or professional development.” An upward arrow from “Reciprocal” leads to a rectangle at the top labeled “An effective school-university partnership ‘co-constructed partnership’ and ‘learning community’ (Burroughs et al., 2020).”Pathway diagram for the long-term goal of “reciprocal”. Source(s): Created by authors