Building a whole school approach to professional experience

collaboration and community

Amy Young, Michael Cavanagh*, Robyn Moloney

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Citation (Scopus)


This paper explores one implementation of an extended, structured, collaborative professional experience program. Its context is a new partnership between a university and a professional experience school. The program draws on elements of Instructional Rounds and Lesson Study, framed around a learning community model of professional experience for peer collaboration, observations, reflections and discussions across disciplines by pre-service teachers. Results show that pre-service teachers experienced a sense of belonging, developed professional relationships and dialogue with staff and peers, linked theory with practice, and developed dispositions for on-going improvement of teaching quality, all factors likely to improve their readiness for teaching. On the other hand, participants faced challenges in terms of logistics and communication, time pressure and anxiety and power relations between novice and expert.

Original languageEnglish
Pages (from-to)279-291
Number of pages13
JournalAsia-Pacific Journal of Teacher Education
Issue number3
Early online date12 Feb 2018
Publication statusPublished - 27 May 2018


  • learning community
  • instructional rounds
  • professional experience
  • pre-service teachers

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