Creating effective co-design processes for supporting pre-service teachers on school placement as part of a university-school partnership

• Advocated for rich, mutually beneficial programs beyond transactional exchanges. • Emphasized shared knowledge between schools and universities in each context. • Highlighted co-designed, context-oriented pre-placement preparation for PST success. • Identified mindset shifts for schools & universities to foster collaborative growth. • Recognized funding as a catalyst for deeper partnerships & innovative program design. Quality relationships and partnerships between different stakeholders are a central part of the development of pre-service teachers (PSTs) in initial teacher education (ITE). This paper presents findings from a larger research project examining the effectiveness of the co-design processes with partnership schools to develop comprehensive and contextualised strategies to enhance PSTs’ placement experiences in these schools. Framed by the United Nations' Sustainable Development Goal 4.C, to substantially increase the supply of qualified teachers, this study focuses on school leaders to address the research question: What are the emerging elements of an effective co-design process for supporting PSTs during school placements as part of a university-school partnership? Data were collected through interviews, group sessions and discussions with school leaders involved in the co-design process within a cluster of schools. Participants provided valuable insights into the advantages and challenges of co-designing strategies for PSTs. The findings identified key opportunities for creating a "third space," where university and school knowledge intersect to foster productive spaces for collaboration and innovation: (1) shared knowledge building; (2) required mindset changes; and (3) context-oriented pre-placement preparation for PSTs. These productive spaces allow for the integration of diverse perspectives, preparing PSTs for rich placement experiences and ongoing growth and development. They were found to play a critical role in preparing PSTs to succeed in dynamic, diverse, and rapidly changing school environments. These findings contribute to broader discussions about how ITE programs can leverage third-space frameworks to better prepare educators for the complexities of contemporary classrooms.