Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placements During Disruption

Edited book (chapter)


Leach, Tania and Wheeldon, Anita Louise. 2022. "Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placements During Disruption." Bradbury, Ondine Jayne and Acquaro, Daniela (ed.) School-University Partnerships — Innovation in Initial Teacher Education. Singapore. Springer. pp. 73-90
Chapter Title

Partner Perspectives Matter: Lessons Learnt When Navigating Continued Pre-service Teacher Placements During Disruption

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleSchool-University Partnerships — Innovation in Initial Teacher Education
AuthorsLeach, Tania (Author) and Wheeldon, Anita Louise (Author)
EditorsBradbury, Ondine Jayne and Acquaro, Daniela
Page Range73-90
Chapter Number6
Number of Pages18
Year2022
PublisherSpringer
Place of PublicationSingapore
ISBN9789811950568
9789811950575
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-19-5057-5_6
Web Address (URL)https://link.springer.com/chapter/10.1007/978-981-19-5057-5_6
Abstract

It is well understood that authentic and mutually beneficial school and university partnerships are vital to maintaining quality placements for pre-service teachers. The function of these formalised partnerships is twofold; first they regulate placement requirements and support student progression and secondly, they ensure universities are graduating classroom ready teachers. The disruption of the COVID-19 pandemic reinforced the importance of these partnership arrangements more than ever. For pre-service teachers, the pandemic critically disrupted the school environment in which they were expecting to undertake their placement. Despite this, an Australian regional university made the decision to continue with as many placements as possible as the first wave of the pandemic unfolded. This at a time when placement-based work integrated learning (WIL) was being cancelled across Australia. The voices of the university, schools and students were captured during this time. This qualitative case study illuminates the findings from a large-scale survey and email communications distributed to all pre-service teachers and schools at the start of the COVID-19 lockdowns. Findings show that while the continuation of placements was welcomed by the university and schools, the capturing of students’ voices illuminated a significantly different perspective. Despite the University and school’s best efforts to support student placements, their decisions were based on formalised accreditation requirements, with an assumption that students could cope and would appreciate the experiences the disrupted teaching environment would provide. This proved not to be the case for all. Implications from this study illuminate the problem of the peripheral positioning of students in the placement partnership and the need for them to be positioned as authentically central.

Keywordspre-service teachers; placement; disruption
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390303. Higher education
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Byline AffiliationsSchool of Education
School of Business
Institution of OriginUniversity of Southern Queensland
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