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The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.

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A constant dilemma for teacher education in Australia and overseas is the difficulty of finding sufficient numbers of placements for preservice teachers to complete the professional experience/student teaching component of their course. Statements related to quantity of placements gain both public and professional attention while less attention is given to the quality of learning. Investigations as to why experienced teachers are reluctant to participate demonstrate that there are more complex issues than the superficial focus on numbers. They demand attention by those involved in university-school relationships. This paper proposes that by viewing the partnership from a wider perspective, concerns related to professional experience can be addressed, at the same time offering expanded opportunities for teacher professional development. Reflecting upon observations of current practices and the analysis of perspectives articulated in educational literature, the paper further proposes that a committed partnership approach takes advantage of underutilised experience and knowledge to provide mutually beneficial learning outcomes for all participants.

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