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.
|Number of pages||22|
|Journal||International Journal of Teaching and Case Studies|
|Early online date||31 Jul 2019|
|Publication status||Published - 2019|