Wider Professional Experiences: The value of Pre-service Teachers Learning in Wider Contexts

Abstract

Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to "engage professionally" with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more 'classroom' time (Australian Government, 2012

Education for sustainable development in mathematics education: what could it look like?

“…As noted by Salter et al [49, p. 94], teacher education should promote "the status of wider professional experiences and the future of such experiences within teacher education programs". In line with Salter et al [49], we also argue that in addition to teaching the subject, teachers also have responsibilities for providing their students with opportunities to engage in learning about, and participating in, wider social, ecological, and economic matters. It is important to engage students in real world issues with the aim of enhancing their learning experiences and outcomes.…”

Beginning Teaching: Pre-Service Teachers' Experiences with Supported Teaching in Schools

“…Student-teachers gained knowledge through community of practice as they asked their mentors for assistance (5), shared ideas with mentors, other teachers, and their colleagues (1), enquired for clarification and lifelong learning (1), collaborated and worked in teams (8), and exhibited respect for one another within the community of practice (1). Additionally, student-teachers acquired some qualities of a successful teacher, such as being approachable and friendly (2), having patience (3), and having a positive attitude toward teaching (2).…”

“…Reactions to calls for reforming teacher education vary across the globe [1]. Governments all across the world strive to improve teacher effectiveness, especially in light of rising global competition and the need for economic and educational reforms [2].…”

Volunteering within Initial Teacher Education: Factors that Boost and Block Participation

“…Wider professional experience is valued in the majority of teacher education institutions. In addition, there should be 'purposeful frameworks of structured reflection' to enrich these experiences (Salter et al, 2013).…”

“…However, some have argued that it is wider community engagement, rather than time in classrooms, that enables pre-service teachers to work more effectively within the school communities in which their future working lives will be situated (Salter, Hill, Navin, & Knight, 2013). Pre-service teachers are learning not only how to teach but also how to be teachers (Cornu & Ewing, 2008, cited in Salter et al, 2013.…”