ABSTRACT

Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-situ experience is recognized as important in the development of professional identities, knowledge and skills. However, many pre-service teachers lament the limited amount of classroom time encountered prior to beginning teaching. This paper reports on a university-schools partnership programme that affords pre-service teachers opportunities for non-assessed school-based experience in addition to, but not part of, their formal Initial Teacher Education programme requirements. Preliminary findings from a questionnaire completed by programme participants suggest that participants particularly value in-situ professional experiences unencumbered by time pressures and assessment regimes, and that these experiences are significant to developing notions of self and emerging professional identities in ways that differ from formally assessed classroom placements.

摘要

澳大利亚初始教师教育计划中的职前教师通过受监督、正式评估的专业经验实习和实习获得课堂经验。这种现场体验被认为对专业身份、知识和技能的发展很重要。然而，许多职前教师对开始教学前的课堂时间有限感到遗憾。本文报告了大学与学校的合作计划，该计划为职前教师提供了获得非评估校本经验的机会，除了但不是正式的初始教师教育计划要求的一部分。