Akademik Veri Yönetim Sistemi
Teacher Development, cilt.29, sa.2, ss.361-381, 2025 (ESCI)
School–university partnerships (SUPs) have maintained their significance and relevance in the literature and policy documents over an extended period. Nonetheless, within the Turkish context, the exploration of SUPs is limited, particularly concerning the dynamics of the implementation process. This study explored the experiences and views of the SUP stakeholders regarding the SUP process. This study used a phenomenological research approach to clarify the process of a SUP in Istanbul, Turkey. Study participants were 60 individuals and categorized into six groups–teachers, preservice teachers, academics, administrators, students, and parents–to afford a comprehensive exploration of the SUP. As a result of the in-depth analysis, five essential features of the SUP process were reached: collaboration, mutual contribution, professional learning and development, workload, and social responsibility. These five crucial partnership process features could guide practitioners and policymakers while they create and implement SUPs as a successful model for teachers’ professional learning.