School–University Partnerships and the Collaboration Continuum Model in Teacher Education: A Developmental Framework for Systemic Impact

Abstract

This chapter, per the authors, advances a developmental understanding of partnership formation and sustainability in teacher preparation systems. It introduces the Collaboration Continuum Model (CCM) as an integrative framework conceptualising progression from consultation and coordination to cooperation, co-creation, and co-leadership. Drawing on contemporary studies and qualitative meta-synthesis, the chapter synthesises theory and empirical evidence to examine how shared practice, distributed authority, and transformative learning enable sustainable institutional alignment. Illustrative cases from Kenya situate the model within competency-based reform contexts in the Global South. The chapter contributes a diagnostic and policy-relevant tool for strengthening institutional governance, professional learning, and system coherence aligned with SDG 4.