Problematising partnerships: a critical review of a successful partnership

Abstract

This paper reports on a successful cross-institution partnership in developing an online induction in core academic skills (iCAS) for first year pre-service teachers in James Cook University. The discussion takes a particular interest in the tensions of collaboration and individualism, and research and teaching in a context of accountability, limited funding and work overload. It contends that collaborative partnerships facilitate the productive disruption of scarcity mentality, subculture conflict, and isolationist perspectives. To foster a collaborative climate in teaching, we propose three primary conditions to sustain professional growth, sense of community and disrupt silo patterns through the acts of giving and sharing in a communal and reciprocal format that delays burnout and maintains personal and professional integrity.