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Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools

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Title: Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools
Language: English
Authors: Toe, Dianne M., Ure, Christine, Blake, Damian
Source: Australian Journal of Teacher Education. Feb 2020 45(2):104-127.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, College Students, Student Attitudes, Preservice Teacher Education, Student Placement, Student Teacher Attitudes, Foreign Countries, Practicums, Readiness, Standards
Geographic Terms: Australia
ISSN: 1835-517X
Abstract: 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).
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1255944
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Feb 2020 45(2):104-127.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: 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).
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      – Text: English
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        PageCount: 25
        StartPage: 104
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        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Practicums
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      – SubjectFull: Australia
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