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 journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    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
    Volume46
    Issue number3
    Early online date12 Feb 2018
    DOIs
    Publication statusPublished - 27 May 2018

    Keywords

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

    Fingerprint

    Dive into the research topics of 'Building a whole school approach to professional experience: collaboration and community'. Together they form a unique fingerprint.

    Cite this