Professional experience in initial teacher education

a review of current practices in Australian ITE

Christine Ure, Iain Hay, Susan Ledger, Chad Morrison, Trudy-Ann Sweeney, Anne Szandura

Research output: Book/ReportCommissioned report


The Teacher Education Ministerial Advisory Group (TEMAG) report, Action Now: Classroom Ready Teachers, (2015) identified professional experience as one of the five keys areas for reform of Initial Teacher Education (ITE) as this is where pre-service teachers to learn to integrate theoretical knowledge of teaching with their practice. Recommendations in the report are intended to lead to improvements in the structure and delivery of professional experience in ITE.
The Australian Council of Deans of Education established the Network of Associate Deans of Professional Experience (NADPE) in 2016 to develop a national forum for ITE providers to collectively discuss and review the provision of professional experience in ITE. Initial discussions by members of the NADPE
have highlighted the breadth of issues that influence the delivery of professional experience in ITE programs. These are:
• accreditation requirements;
• teaching learning and assessment practices;
• higher education funding;
• university-school partnerships and staffing agreements,
• and teaching and work practices in schools and higher education settings.
National course accreditation standards, determined by the Australian Institute for Teaching and Learning Leadership (AITSL 2015) and state registration authorities, require ITE providers to negotiate with schools for a minimum of 60 days of supervised professional experience for graduate programs and 80 days for undergraduate programs for each pre-service teacher. These requirements represent a major investment in time and effort from providers and schools alike. In 2016 for example, school placements were required in metropolitan, regional and remote locations across Australia for over 81,000 pre-service teachers in 375 ITE programs offered by 48 accredited providers.This report on Professional experience in initial teacher education: A review of current practices in Australian ITE, presents data that were collected in 2017 and reflects changes in that are in progress in response to the TEMAG report. The series of five studies that are reported here provide an account of current developments in ITE, their impact on the delivery and quality of professional experience, and issues that need to be addressed to support further improvements. Each of the five studies presented in this report address a key priority in the design and delivery of professional experience in Australian ITE programs.
Original languageEnglish
Place of PublicationCanberra
PublisherAustralian Government Department of Education and Training
Commissioning bodyAustralian Government Department of Education, Employment and Workplace Relations
Number of pages289
Publication statusPublished - 2017


  • professional experience
  • portfolio
  • Indigenous

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