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Table of Contents
Preamble 1 Why is this Text Important?
Preamble 2 How WIL Changes Graduate Employability in the Context of Education
SECTION 1 Background and Theoretical Perspectives
1 Introduction Meaning and Purpose
2 The Theory of Work Integrated Learning in Teacher Education
3 The Importance of Authentic Learning Experiences through WIL Opportunities
4 A Systematic Review: Work Integrated Learning and School Partnerships
SECTION 2 Research
5 Supporting the development of highly effective classroom practice
6 Growing into the profession: promoting teacher education students subjectification through critical reflection whilst on professional experience
7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach
8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school
9 SECTION 3 Practice
10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments
11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School)
12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology A Classroom Teachers perspective
13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice
14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse
15 Developing a model of vertical professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership
16 Examining a collaborative model for PST assessment during a final PEX placement
17 The professionalization of the placement coordinator: Practice and potentials
18 Creating A Core Subject That Requires Authentic Community Service Learning Process and Framework
19 The School University partnership: Reciprocity from an academics perspective
20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush
21 SECTION 4 Partnerships
School and university perspectives: creating professional development opportunities through WIL
22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity
23 Why school partnerships are vital for thriving education faculties
24 Quality control and professional teaching placements: The "at risk" decision-making, collaborations and support processes
25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements A Case Study
26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership
27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective
28 Conclusions and synthesis of chapters
Postscript
29 Professional Experience in times of COVID-19.
Preamble 2 How WIL Changes Graduate Employability in the Context of Education
SECTION 1 Background and Theoretical Perspectives
1 Introduction Meaning and Purpose
2 The Theory of Work Integrated Learning in Teacher Education
3 The Importance of Authentic Learning Experiences through WIL Opportunities
4 A Systematic Review: Work Integrated Learning and School Partnerships
SECTION 2 Research
5 Supporting the development of highly effective classroom practice
6 Growing into the profession: promoting teacher education students subjectification through critical reflection whilst on professional experience
7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach
8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school
9 SECTION 3 Practice
10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments
11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School)
12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology A Classroom Teachers perspective
13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice
14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse
15 Developing a model of vertical professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership
16 Examining a collaborative model for PST assessment during a final PEX placement
17 The professionalization of the placement coordinator: Practice and potentials
18 Creating A Core Subject That Requires Authentic Community Service Learning Process and Framework
19 The School University partnership: Reciprocity from an academics perspective
20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush
21 SECTION 4 Partnerships
School and university perspectives: creating professional development opportunities through WIL
22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity
23 Why school partnerships are vital for thriving education faculties
24 Quality control and professional teaching placements: The "at risk" decision-making, collaborations and support processes
25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements A Case Study
26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership
27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective
28 Conclusions and synthesis of chapters
Postscript
29 Professional Experience in times of COVID-19.