Title: Teaching for the future professional partnership: teacher education students' perspectives

Authors: Angela Fenton; Paul Grover; Alexander Papasavvas

Addresses: Charles Sturt University, Elizabeth Mitchell Drive, Albury, NSW, 2640, Australia ' Charles Sturt University, Elizabeth Mitchell Drive, Albury, NSW, 2640, Australia ' James Fallon High School, Fallon Street, Albury, NSW, 2640, Australia

Abstract: This paper presents a case study from a teacher education professional experience project conducted in an Australian regional secondary school. The project used a collaborative, strengths-based model of professional experience. Teacher education students (students) were embedded into the school well in advance of more traditional placement models. Additional opportunities for student support, peer coaching, and time for planning and self-reflection were also included in the model. The case study confirmed that professional experience is a significant milestone event for students enrolled in initial teacher education courses. The students in this study reported that the project allowed them multiple opportunities to be immersed in the school community and this assisted them in developing a strong sense of the profession of teaching, particularly in relation to professional identity, professional respect and professional confidence.

Keywords: professional experience; teaching placement; teaching practicum; pre-service teachers; student teachers; case study; strengths approach.

DOI: 10.1504/IJTCS.2019.101510

International Journal of Teaching and Case Studies, 2019 Vol.10 No.2, pp.186 - 208

Received: 05 Sep 2018
Accepted: 12 Jan 2019

Published online: 31 Jul 2019 *

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