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Flexible Professional Experience Placements in Initial Teacher Education: Exploring the Perceptions of Key Stakeholder Groups

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Title: Flexible Professional Experience Placements in Initial Teacher Education: Exploring the Perceptions of Key Stakeholder Groups
Language: English
Authors: Sarah M. James (ORCID 0000-0003-1500-7152), Reece Mills (ORCID 0000-0002-2156-7677), Mary Finch (ORCID 0000-0003-4229-3932), Terri Bourke (ORCID 0000-0001-7298-9637), Denise Beutel (ORCID 0000-0002-5044-836X), Sally Savage (ORCID 0000-0003-2785-3540), Mallihai Tambyah (ORCID 0000-0003-2712-1470)
Source: Australian Educational Researcher. 2026 53(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Teacher Placement, Universities, Schools, Kindergarten, Child Care, Stakeholders, Field Instruction
Geographic Terms: Australia
DOI: 10.1007/s13384-025-00927-0
ISSN: 0311-6999
2210-5328
Abstract: Policy proposals in higher education and more specifically Initial Teacher Education (ITE) in Australia have highlighted the need for flexible professional experience placements. Flexible placements are assumed to redress challenges associated with traditional block placements such as student workload intensification and placement poverty. However, little is known about the reality of enacting flexible placements in university, school or kindergarten/long daycare settings. Inspired by Ball's notion of policy enactment which includes material, interpretive and discursive facets, this research examines education stakeholders' perceptions of enacting flexible placements, by asking: How do stakeholders define a flexible placement? How are flexible placements thought and spoken about? and What factors are perceived as enabling/constraining the enactment of flexible placements? Data were generated from interviews with 12 participants from three stakeholder groups (university staff, teachers, and preservice teachers) from one university in Queensland, Australia. Findings revealed that despite narrow views of flexible placements from stakeholders, sentiments towards such flexibility were generally positive. However, it became apparent that flexible placements could only be realised by taking the material constraints seriously. Recommendations for ITE programs enacting flexible placements are suggested.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499948
Database: ERIC
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  Data: Flexible Professional Experience Placements in Initial Teacher Education: Exploring the Perceptions of Key Stakeholder Groups
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  Data: <searchLink fieldCode="AR" term="%22Sarah+M%2E+James%22">Sarah M. James</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1500-7152">0000-0003-1500-7152</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reece+Mills%22">Reece Mills</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2156-7677">0000-0002-2156-7677</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Finch%22">Mary Finch</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4229-3932">0000-0003-4229-3932</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terri+Bourke%22">Terri Bourke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7298-9637">0000-0001-7298-9637</externalLink>)<br /><searchLink fieldCode="AR" term="%22Denise+Beutel%22">Denise Beutel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5044-836X">0000-0002-5044-836X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sally+Savage%22">Sally Savage</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2785-3540">0000-0003-2785-3540</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mallihai+Tambyah%22">Mallihai Tambyah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2712-1470">0000-0003-2712-1470</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Placement%22">Teacher Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Instruction%22">Field Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: Policy proposals in higher education and more specifically Initial Teacher Education (ITE) in Australia have highlighted the need for flexible professional experience placements. Flexible placements are assumed to redress challenges associated with traditional block placements such as student workload intensification and placement poverty. However, little is known about the reality of enacting flexible placements in university, school or kindergarten/long daycare settings. Inspired by Ball's notion of policy enactment which includes material, interpretive and discursive facets, this research examines education stakeholders' perceptions of enacting flexible placements, by asking: How do stakeholders define a flexible placement? How are flexible placements thought and spoken about? and What factors are perceived as enabling/constraining the enactment of flexible placements? Data were generated from interviews with 12 participants from three stakeholder groups (university staff, teachers, and preservice teachers) from one university in Queensland, Australia. Findings revealed that despite narrow views of flexible placements from stakeholders, sentiments towards such flexibility were generally positive. However, it became apparent that flexible placements could only be realised by taking the material constraints seriously. Recommendations for ITE programs enacting flexible placements are suggested.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Field Instruction
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      – SubjectFull: Australia
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