Research-informed ‘immersive’ professional learning with pre-service teachers in schools

Nish Belford, Libby Tudball, Sarika Kewalramani

    Research output: Contribution to journalArticleResearchpeer-review

    2 Citations (Scopus)

    Abstract

    Research-informed immersive professional learning in schools is another avenue for pre-service teachers (PSTs) to develop their understanding and reflection about theories, methods, and practices of teaching and learning. From a collaborative research project that aimed at developing the intercultural capabilities of Prep level students in a primary school, in this paper, as teacher educators, we examine the views of four PSTs involved in this project. The findings draw upon the opportunities and affordances PSTs identified from this in-school “immersive” and situated teaching experience in; bridging the incongruences of the theory/practice divide; reflecting on their teaching practices; and in improving their teacher efficacy, agency, and relational agency. From a reflexive stance, as teacher educators, we further discuss the implications of this collaborative research with PSTs in closing the gap of the theory/practice divide between university-based learning and teaching practices in schools. We also discuss the mentioned affordances as emphasised by the PSTs towards the improvement of their teacher efficacy, agency, and relational agency. The paper concludes on further strengthening of university-school collaborative research partnerships. It highlights research-informed projects to offer PSTs opportunities for situated teaching experiences from guided mentorship as another avenue for “immersive” professional learning in schools.

    Original languageEnglish
    Article number1733223
    Number of pages19
    JournalCogent Education
    Volume7
    Issue number1
    DOIs
    Publication statusPublished - 3 Mar 2020

    Keywords

    • Bridging the theory/practice divide between university-based learning and teaching practices in schools
    • pre-service teachers
    • relational agency
    • research-informed immersive professional learning in schools
    • teacher efficacy and agency

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