The Use of Video during Professional Experience for Initial Teacher Education

2019 ◽  
pp. 263-281
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Professional Experience

scholarly journals The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives

2021 ◽  
Vol 46 (3) ◽  
pp. 20-35
Author(s):  
Urip Sulistiyo ◽  
◽  
Muhammad Rusdi ◽  
Jennifer Clifton ◽  
Heather Fehring ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
School Principal ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Education Experience ◽  
Qualitative Focus Groups ◽  
Research Findings ◽  
Coaching Approach

Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.

scholarly journals Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice

2020 ◽  
Vol 10 (4) ◽  
pp. 116
Author(s):  
Susan Ledger ◽  
Christine Ure ◽  
Madeline Burgess ◽  
Chad Morrison
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Policy And Practice ◽  
School Partnerships ◽  
Key Stakeholders ◽  
Competing Demands ◽  
University School Partnerships ◽  
School Supervision

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

scholarly journals A school university teacher education partnership: Reconceptualising reciprocity of learning

2019 ◽  
Vol 10 (1) ◽  
pp. 138-156
Author(s):  
Deb Kaye Clarke ◽  
Matthew Winslade
Keyword(s):  
Teacher Education ◽  
Longitudinal Research ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Collaborative Partnerships ◽  
Education Students ◽  
Regional University ◽  
Key Stakeholders ◽  
Bachelor Of Education ◽  
The University

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

scholarly journals Evaluating quality in professional experience partnerships for graduate teacher employability

2019 ◽  
Vol 10 (1) ◽  
pp. 118-137
Author(s):  
Rebecca Walker ◽  
Chad Morrison ◽  
Iain Hay
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Comprehensive Evaluation ◽  
Evaluation Process ◽  
Evidence Base ◽  
Early Career ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Strategic Partnerships ◽  
Partnership Development

Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.

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