Casey, Elva2024-03-052024-03-0520249780995698772http://hdl.handle.net/20.500.13012/178The concept of partnership in school placement is not new to the initial teacher education (ITE) reform agenda (Furlong et al., 2000). Despite its prevalence in the rhetoric on placement, the nature of partnerships, the definition of partners, and the extent to which partnerships are voluntary or enforced are all far from universally accepted facts. Harford and O’Doherty (2016) argue that the partnership metaphor has been applied very loosely to describe collaboration and consensus, without any real definition of what is meant by it. Partnership in school placement is often discussed in policy documents and guidelines as a fait accompli, but when we probe the use of the word, we find it can be applied to many ways of organising collaboration between higher-education institutions (HEIs) and schools (Gorman & Furlong, 2023). It can vary in meaning depending on who uses it, whether site of practice, HEI, professional body, or student teacher. It can also be used to reflect distinct interpretations and motivations (Stuart & Martinez-Lucio, 2004). If we cannot agree on what partnership is, how can we hope to understand who the partners are and how they should fulfil their roles? This article posits that the confusion around partnership has hindered the development of school placement into a meaningfully experienced first step in the continuum of professional development, resulting in a paralysis of reform in school placement.eninitial teacher educationITEPartnership in school placementArticle