Authors: Angela Fenton; Paul Grover; David Smith
Addresses: Charles Sturt University, Elizabeth Mitchell Drive, Albury, NSW, 2640, Australia ' Charles Sturt University, Elizabeth Mitchell Drive, Albury, NSW, 2640, Australia ' Charles Sturt University, Elizabeth Mitchell Drive, Albury, NSW, 2640, Australia
Abstract: This article is the second case study from an Australian professional experience project implemented in a regional secondary school. A strengths approach to professional experience underpinned the project. University-based teacher educators played a key role in designing the project, preparing and supporting teacher education students and facilitating an extended project partnership with school-based teacher educators. Following on from the first case study, which examined the project from the students' perspectives, this case study focuses on the project through the lens of the university educators and the implications for enhancing teacher preparation. The data reveals three main points, firstly the importance of the partnership model, secondly the importance of including understanding of school cultural practices in initial teacher education courses and thirdly the overwhelming importance for university educators of developing and maintaining professional relationships in teacher education and the opportunity to do this through professional experience.
Keywords: case study; university educators; professional experience; teacher education; teaching placements; strengths approach; partnerships; professional development; teacher preparation; teacher training; teaching practicum; supervising teachers; teacher education students; higher education; secondary education.
International Journal of Teaching and Case Studies, 2021 Vol.12 No.2, pp.155 - 175
Received: 09 Sep 2020
Accepted: 16 Feb 2021
Published online: 12 Jul 2021 *