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
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsSchool of Education
School of Business
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q7x36/partner-perspectives-matter-lessons-learnt-when-navigating-continued-pre-service-teacher-placements-during-disruption

  • 45
    total views
  • 3
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Historical role preparedness: A Bourdieusian analysis of the differential positions of professional staff and academics in an Australian managerialised university
Wheeldon, Anita Louise, Whitty, Stephen Jonathan and van der Hoorn, Bronte. 2023. "Historical role preparedness: A Bourdieusian analysis of the differential positions of professional staff and academics in an Australian managerialised university." Educational Management Administration and Leadership. https://doi.org/10.1177/17411432231191173
Responsible Management Education in Business Schools – High on principles but low on action: A systematic literature review
Russo, Fiona, Wheeldon, Anita Louise, Shrestha, Anup and Saratchandra, Minu. 2023. "Responsible Management Education in Business Schools – High on principles but low on action: A systematic literature review." The International Journal of Management Education. 21 (3). https://doi.org/10.1016/j.ijme.2023.100843
Burnt out by underinvestment: Why university professional staff suffer amidst the Australian work-integrated learning system
Wheeldon, Anita Louise, Whitty, Stephen Jonathan and van der Hoorn, Bronte. 2023. "Burnt out by underinvestment: Why university professional staff suffer amidst the Australian work-integrated learning system." International Journal of Work-Integrated Learning. 24 (1), pp. 99-115.
Fish-Out-of-Office: How managerialised university conditions makes administrative knowledge inaccessible to academics
Wheeldon, Anita Louise, Whitty, Stephen Jonathan and van der Hoorn, Bronte. 2023. "Fish-Out-of-Office: How managerialised university conditions makes administrative knowledge inaccessible to academics." Higher Education Quarterly. 77 (2), pp. 342-355. https://doi.org/10.1111/hequ.12404
Centralising professional staff: is this another instrument of symbolic violence in the managerialised university?
Wheeldon, Anita Louise, Whitty, Stephen Jonathan and van der Hoorn, Bronte. 2023. "Centralising professional staff: is this another instrument of symbolic violence in the managerialised university?" Journal of Educational Administration and History. 55 (2), pp. 181-199. https://doi.org/10.1080/00220620.2022.2095993
It Takes a Village: Using Communities of Practice as a Framework for Reflecting on Rural and Regional Professional Experience Opportunities
Fitzgerald, Angela, Bradbury, Ondine and Leach, Tania. 2021. "It Takes a Village: Using Communities of Practice as a Framework for Reflecting on Rural and Regional Professional Experience Opportunities." White, Simone and Downey, Jayne (ed.) Rural Education Across the World: Models of Innovative Practice and Impact. Gateway East, Singapore. Springer. pp. 25-45
Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia
Leach, Tania, Le, Anh Hai and Barton, Georgina M.. 2022. "Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia." Australian Journal of Teacher Education. 47 (9), pp. 19-42. https://doi.org/http://dx.doi.org/10.14221/ajte.2022v47n9.2
The Destructuration of Academic Life: How Managerialism Colonises Universities with Symbolic Violence
Wheeldon, Anita Louise. 2022. The Destructuration of Academic Life: How Managerialism Colonises Universities with Symbolic Violence. PhD by Publication Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q7qvz
Understanding the conditions informing successful STEM clubs: what does the evidence base tell us?
Davis, Kate, Fitzgerald, Angela, Power, Margaret, Leach, Tania, Martin, Neil, Piper, Stephanie, Singh, Rena and Dunlop, Shelley. 2023. "Understanding the conditions informing successful STEM clubs: what does the evidence base tell us?" Studies in Science Education. 59 (1), pp. 1-23. https://doi.org/10.1080/03057267.2021.1969168
System reform: an exploration of policy interpretation and translation through the enacted role of Regional Education Officers
Leach, Tania Helen. 2021. System reform: an exploration of policy interpretation and translation through the enacted role of Regional Education Officers. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q75yz
Informal Spaces for STEM Learning and Teaching: STEM clubs
Fitzgerald, Angela, Leach, Tania, Davis, Kate, Martin, Neil and Dunlop, Shelley. 2020. "Informal Spaces for STEM Learning and Teaching: STEM clubs." Fitzgerald, Angela, Haeusler, Carole and Pfeiffer, Linda (ed.) STEM Education in Primary Classrooms: Unravelling Contemporary Approaches in Australia and New Zealand. Abingdon, United Kingdom. Routledge. pp. 168-187
Building leadership capacity and enacting school improvement policy: voices from the field
Abawi, Lindy-Anne, Leach, Tania and Raitelli, Julie. 2018. "Building leadership capacity and enacting school improvement policy: voices from the field." International Journal of Education. 10 (1), pp. 106-124.