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The present forms of school-university/institute partnership are largely   based on the interests of experts in this field. The aim of this study is to   research teachers’ and school counsellors’ perceptions of both the existing   and desired forms of the partnership. Based on the qualitative content   analysis of the materials from the interviews, four dimensions of partnership   were mapped: systematicity, practicality, equality and initiative. The study   has shown that the current partnership is somewhat sporadic and initiated   more by the research needs of experts rather than the practical needs of   teachers. The desired partnership would imply the creation of an organised   and continuous relationship, whereby the experts would take on the role of a   mentor, thus proposing practical solutions and initiating forms of   cooperation. Such expectations lead to controversy, and these issues are   discussed in the study. [Projekat Ministarstva nauke Republike Srbije, br.   179034: From Encouraging Initiative, Cooperation and Creativity in Education   to New Roles and Identities in Society i br. 47008: Improving the Quality and   Accessibility of Education in Modernization Processes in Serbia

The challenges of school practitioners’ expectations of school-university and school-institute cooperation