Description
Examining Partnerships for Professional ExperienceThis research documents the efforts of a group of educators working to enhance the professional experience of pre-service teachers in primary school settings. In Australia, government policy mandates that professional experience be conducted through university-school partnerships to address the ongoing challenge of delivering consistent, high-quality immersion opportunities for pre-service teachers. The partnership model aims to improve pre-service teachers' learning about schools, pedagogical development, and professional attitudes, knowledge, and confidence. Despite these efforts, in 2018 the largest study on the status of Australian professional experience (NADPE), revealed persistent variability in the quality of professional experience.
Over two years, this qualitative participatory action research focuses on a university-school partnership and explores how interventions can reduce variability in pre-service teachers' experiences. Eight school-based coaches, experienced teachers with extensive knowledge of both sectors, participate in the study. These coaches bridge the school-university divide, providing additional support to mentors and pre-service teachers. The research examines the interventions designed by the coaches and the impact on their practice, as well as the professional experience of mentors and pre-service teachers.
The school-based coaches engage in a participatory process, applying three research cycles. Qualitative methods, including observations, document analysis, interviews, and focus groups, provide insights into the enabling and limiting factors of the interventions. Wenger-Trayner's (2020) community of practice framework is used to understand ongoing learning within the partnership, focusing on the dimensions of making a difference, uncertainty, and paying attention.
Findings highlight the importance of structured time for mentor teachers and pre-service teachers to collaborate. The study emphasizes the crucial role of the school-based coach in supporting mentor professional learning, especially through the ‘I do, We do, You do’ model.
This research contributes to debates on the need for dedicated time and professional learning for mentors to effectively guide pre-service teachers. It advocates for communities of practice as a way to share expertise and professional growth, offering policy recommendations for resource allocation in teacher education, mentor training, and the role of school-based coaches within university-school partnerships.
| Period | 30 Nov 2022 |
|---|---|
| Event type | Conference |
| Location | Adelaide, Australia, South AustraliaShow on map |