ERIC Number: EJ1255944
Record Type: Journal
Publication Date: 2020-Feb
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1835-517X
EISSN: N/A
Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools
Toe, Dianne M.; Ure, Christine; Blake, Damian
Australian Journal of Teacher Education, v45 n2 Article 6 p104-127 Feb 2020
This study investigated the perspectives of preservice teachers' (PSTs) on their final year placements in Initial Teacher Education (ITE) programs offered at Deakin University, Victoria, Australia. It compared the views of PSTs in two placement models; the Alliance school (partnership)and non-Alliance school (or conventional) models. The Alliance model draws on Activity Theory (Engeström, 2015) to strengthen the links between theory and practice in ITE, providing additional support during school placements through an 'in situ' boundary crosser. These boundary crossers use an Assessment Circle process that supports professional conversations about teaching and learning. A mixed method approach has been used to compare the reported experiences of final year PSTs who completed placements in an Alliance partnership schools or a non-Alliance schools. Findings indicate significant differences in the experiences of the two cohorts of PSTs in relation to perceived levels of support and their understanding of the Australian Professional Standards for Teachers (AITSL, 2011).
Descriptors: Preservice Teachers, College Students, Student Attitudes, Preservice Teacher Education, Student Placement, Student Teacher Attitudes, Foreign Countries, Practicums, Readiness, Standards
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A