School-university Partnerships in Teacher Education

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices school-university partnerships from perspective student teachers and mentor where there an ongoing process teacher reform. The aim this to investigate tension between partners training pre-service within context education. A qualitative research method applied study six candidates were interviewed individually. Participants include three educational universities basic high schools Myanmar. results showed that, except for teachers’ practice teaching, no intensive collaboration universities. Trust major problem teachers. Different opinions perspectives towards teaching learning are also causing partners. Although teachers, they handle through alternative activities negotiation