Reflections on establishing a student–staff partnership in Irish university-based teacher education

Over the course of the last two decades, European and Irish higher education policy has promoted the inclusion of student voice and co-creation of learning through the process of student–staff partnership (HEA, 2016). The benefits of partnership for students have been well documented (Healy et al., 2014; Matthews et al., 2018; Cook-Sather & Felten, 2017). Yet, little emphasis has been placed on the benefits of partnership for educators. This chapter reflects on the learning derived from working in partnership with student teachers on the design and development of the Student Teacher Educational Research (STER) project, a student–staff partnership aimed at enhancing the teaching and learning of educational research methods in initial teacher education in Ireland. The chapter highlights the challenges associated with partnership for teacher educators, including reconceptualising traditional staff–student roles, building meaningful relationships with students outside of a formal teaching and learning environment, and navigating complex issues of uncertainty, credibility and student power dynamics. However, when viewed as opportunities for professional development and learning, the challenges associated with partnership can expose our strengths, weaknesses and values as educators. In this project, creating opportunities for partnership outside of the formal teaching and learning environment helped to break down barriers associated with the social roles of teacher and student, increased motivation for all parties, and resulted in a more connected and rewarding teaching experience.