Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Jennifer Jacobs, Ph.D.

Committee Member

David Allsopp, Ph.D.

Committee Member

Rebecca Burns, Ph.D.

Committee Member

Sara Flory, Ph.D.


professional development schools, school-university collaboration, teacher preparation program


The purpose of this descriptive exploratory case study is to explore the collaboration between the University of Central Riyadh (UCR) (pseudonym) teacher preparation program and public schools in preparing teachers. This study was framed using the theory of social constructivism. Qualitative methodology was used to collect data by using semi-structured interviews with three university supervisors (USs), three cooperating teachers (CTs), and three preservice teachers (PSTs). All the participants were from the curriculum and instructor department at UCR. The qualitative data were thematically analyzed using NVivo software. This study found that UCR and public schools collaboration was one-directional, meaning the collaboration typically occurred between CT and PST or US and PST or US and CT separately. The findings also showed that the collaboration process focused only on supporting PST learning opposed to also improving the US and CT learning and practices as well as school student learning. The findings also showed that when CTs and USs did collaborate, the focus was usually when PSTs were experiencing challenges or to evaluate them. This collaboration often resulted in emotional support for PSTs that helped give them psychological comfort, gain professional confidence, and improve their learning and agency. Lack of time, deficit thinking, and lack of communication were identified as the significant challenges that faced the participants regarding the collaboration. This study provided implications for Teacher Preparation Program (TPP) at UCR, for USs and CTs, and for effective collaboration. The proposed transformation from isolation to a collaborative framework; and proposed continuum that could help in improving the UCR school-university collaboration were recommended.