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Defining Work-Integrated Learning in Initial Teacher Education

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Title: Defining Work-Integrated Learning in Initial Teacher Education
Language: English
Authors: Sonal Nakar (ORCID 0000-0001-7245-1669), Sorrel Penn-Edwards (ORCID 0000-0002-5283-7529), Eunjae Park (ORCID 0000-0001-9552-1228)
Source: Asia-Pacific Journal of Teacher Education. 2025 53(5):521-542.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Work Based Learning, Preservice Teacher Education, Program Implementation, Definitions, Concept Formation, Teacher Education Programs
Geographic Terms: Australia, Thailand, New Zealand, South Africa, Vietnam
DOI: 10.1080/1359866X.2025.2562574
ISSN: 1359-866X
1469-2945
Abstract: Work-integrated learning in initial teacher education has gained significant attention in universities, often equated with mandatory classroom professional experience. This systematic literature review examines the conceptualisation of work-integrated learning and its implementation in initial teacher education programs over the past decade, addressing the need for clear explanations, practical strategies, and resource rationalisation for its incorporation. Analysis of 18 peer-reviewed articles from five countries reveals varied definitions of work-integrated learning across sectors and a predominant focus on professional experience in initial teacher education, with limited attention to wider professional experience. While traditional practicums remain valuable, there is growing emphasis on preparing pre-service teachers for modern education complexities through diverse work-integrated learning experiences. The review identifies research gaps, including limited exploration of academic and stakeholder perspectives, as well as geographical bias towards South Africa and Australia. It highlights the need for diverse research methodologies, international perspectives, and longitudinal studies to understand the impact of innovative work-integrated learning approaches on teacher effectiveness and retention. While this review is limited to English-language literature, which may exclude valuable perspectives from non-English-speaking educational contexts, findings have significant implications for initial teacher education program development and for future research directions, particularly in expanding work-integrated learning beyond traditional practicum experiences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490132
Database: ERIC
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  Data: Defining Work-Integrated Learning in Initial Teacher Education
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  Data: <searchLink fieldCode="AR" term="%22Sonal+Nakar%22">Sonal Nakar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7245-1669">0000-0001-7245-1669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sorrel+Penn-Edwards%22">Sorrel Penn-Edwards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5283-7529">0000-0002-5283-7529</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eunjae+Park%22">Eunjae Park</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9552-1228">0000-0001-9552-1228</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2025 53(5):521-542.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink><br /><searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
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  Data: 10.1080/1359866X.2025.2562574
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  Data: 1359-866X<br />1469-2945
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  Data: Work-integrated learning in initial teacher education has gained significant attention in universities, often equated with mandatory classroom professional experience. This systematic literature review examines the conceptualisation of work-integrated learning and its implementation in initial teacher education programs over the past decade, addressing the need for clear explanations, practical strategies, and resource rationalisation for its incorporation. Analysis of 18 peer-reviewed articles from five countries reveals varied definitions of work-integrated learning across sectors and a predominant focus on professional experience in initial teacher education, with limited attention to wider professional experience. While traditional practicums remain valuable, there is growing emphasis on preparing pre-service teachers for modern education complexities through diverse work-integrated learning experiences. The review identifies research gaps, including limited exploration of academic and stakeholder perspectives, as well as geographical bias towards South Africa and Australia. It highlights the need for diverse research methodologies, international perspectives, and longitudinal studies to understand the impact of innovative work-integrated learning approaches on teacher effectiveness and retention. While this review is limited to English-language literature, which may exclude valuable perspectives from non-English-speaking educational contexts, findings have significant implications for initial teacher education program development and for future research directions, particularly in expanding work-integrated learning beyond traditional practicum experiences.
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        Value: 10.1080/1359866X.2025.2562574
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      – Text: English
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      – SubjectFull: Work Based Learning
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Australia
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      – SubjectFull: Thailand
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      – SubjectFull: Vietnam
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