A School Perspective on School-Embedded Initial Teacher Education

Galvin, A; Ryan, P; McKenna, K; Pollard, M

A School Perspective on School-Embedded Initial Teacher Education

Galvin, A Ryan, P McKenna, K

Pollard, M

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Publisher:: Edith Cowan University
Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 2021, 46, (6), pp. 1-19
Issue Date:: 2021-06-01

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Field	Value	Language
dc.contributor.author	Galvin, A
dc.contributor.author	Ryan, P
dc.contributor.author	McKenna, K https://orcid.org/0000-0002-3970-1571
dc.contributor.author	Pollard, M
dc.date.accessioned	2022-05-16T00:44:27Z
dc.date.available	2022-05-16T00:44:27Z
dc.date.issued	2021-06-01
dc.identifier.citation	Australian Journal of Teacher Education, 2021, 46, (6), pp. 1-19
dc.identifier.issn	0313-5373
dc.identifier.issn	1835-517X
dc.identifier.uri	http://hdl.handle.net/10453/157397
dc.description.abstract	<jats:p>School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.</jats:p>
dc.language	en
dc.publisher	Edith Cowan University
dc.relation.ispartof	Australian Journal of Teacher Education
dc.relation.isbasedon	10.14221/ajte.2021v46n6.1
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.title	A School Perspective on School-Embedded Initial Teacher Education
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/WHO Collaborating Centre
utslib.copyright.status	open_access	*
dc.date.updated	2022-05-16T00:44:26Z
pubs.issue	6
pubs.publication-status	Published online
pubs.volume	46
utslib.citation.issue	6

Abstract:

School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.

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http://hdl.handle.net/10453/157397