סיפור של שותפות – מעטפת ומהות: קידום הוראת מדע וטכנולוגיה במערך של 'שותפות מכללה-בית ספר'

The article examines a three-year school–college partnership focusing on advancing the teaching of science and technology in school. The first two years of the partnership describe the impact of school–college organizational and personal changes (alignment) on goals and content achievements (essence). The participants hailed from the college and from the school and included two pedagogical instructors, an academic advisor, six pre-service students specializing in science education, six in-service teachers, and the school principal. The participants were all involved in the planning and execution of the study process. Data were collected by means of interviews with the participants conducted by the researcher at the end of each of the two years of partnership. The participants' perception of the contribution of the partnership to the development and advancement of science teaching at school indicated difficulties during the first two years of the partnership. The research suggests referring to the partnership as a holistic way of life that entails an interactive combination of organizational aspects (alignment) and goals and content achievements (essence). Improving tolerance for ambiguity and fostering interaction between the partners is recommended for establishing a common school–college partnership culture.