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Learning to Be a Professional: Bridging the Gap in Teacher Education Practice

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Professionalism and Teacher Education

Abstract

The aim of this chapter was to discuss the findings of a research project that examines the perspectives of graduate teachers, and their school principals/supervisors, regarding the benefits of the professional attachment as an effective model for bridging the gap between preservice teacher preparation and beginning teaching. This professional experience model for postgraduate initial teacher education provides for 60 days of mandatory professional experience across the first 18 months (equivalent) of the course, while the final 6 months of the course is undertaken through a professional attachment of 45 days in school, while implementing a participatory action research project investigating teaching impact on student learning. The teaching candidate assumes responsibility as a classroom teacher with a reduced teaching load, supported by the school as well as the University. The findings from this study indicate that the professional attachment is a very effective model to support graduate teachers as they transition to the profession.

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Author information

Authors and Affiliations

  1. La Trobe University, Albury-Wodonga, VIC, Australia

    Rebecca H. Miles, Stephanie Garoni & Sally Knipe

Authors
  1. Rebecca H. Miles
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  2. Stephanie Garoni
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  3. Sally Knipe
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Correspondence to Rebecca H. Miles .

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Editors and Affiliations

  1. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Amanda Gutierrez

  2. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Jillian Fox

  3. School of Education, Australian Catholic University, Banyo, QLD, Australia

    Colette Alexander

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Miles, R.H., Garoni, S., Knipe, S. (2019). Learning to Be a Professional: Bridging the Gap in Teacher Education Practice. In: Gutierrez, A., Fox, J., Alexander, C. (eds) Professionalism and Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-7002-1_6

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  • DOI: https://doi.org/10.1007/978-981-13-7002-1_6

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  • Online ISBN: 978-981-13-7002-1

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