This article investigates how a school / university partnership involving pre-service teachers, teacher mentors, teacher educators, and school students has impacted instructional practice, participant engagement, and learning. Centred on the conceptual model of ‘Situated Learning’ (Lave & Wenger, 1991), the article (which is an extract from a broader PhD study) investigates the extent to which a site-based model of PST education has enabled the integration of theoretical knowledge with professional practice. The partnership continues to raise further questions about what learning looks like in a contemporary school setting, either by enhancing a culture of continuous learning and new knowledge or through collaboration, innovation, and reflective practices. The author demonstrates that the school / university partnership has enabled all stakeholders who participate to learn: the school students through the developing contributions of pre-service teachers (PSTs); the PSTs as they work in authentically demanding practice; and the teachers whose professional understanding and practice is developed when they take on the primary mentoring responsibility of PSTs. The study examines the purpose of an educational partnership in the context of strategic school improvement.
|Keywords:||Site-based Pre-service Teacher Education, Partnership, Teacher Professional Learning, Mentoring, Quality Feedback, Collaboration and Reflective Practice|
Principal, PhD Student, Sunbury Downs Secondary College, Victoria University, Melbourne, Victoria, Australia