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Student perspectives of embedded professional practice in pre-service teacher education

journal contribution
posted on 2017-12-06, 00:00 authored by Susan Richardson, Bruce KnightBruce Knight
This study investigates the impact of an optional eleven day in-school placement at the start of a new school year on pre-service teacher education students enrolled in their final year of study. Through the students’ written responses, the research elicited insights into the experiences that the students believed directly linked to effective and successful embedded professional practice and enhanced their professional development as future teachers (learning managers). The written response questions were framed by issues identified within a literature review that related to in-school placement. The issues identified were relationships, communication, identifying needs to be met, time and quality learning. An open-ended PMI (positive, minus, interesting) section also provided participants an opportunity to discuss their experiences. Participants identified the placement as an authentic and valuable learning opportunity that contributed to their professional development.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

11

Issue

1

Start Page

33

End Page

46

Number of Pages

14

eISSN

1996-773X

Location

Kuwait

Publisher

IJAES

Language

en-aus

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC);

Era Eligible

  • Yes

Journal

International journal of applied educational studies.

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