Abstract
The ongoing work of teacher education is much like the professionals who are involved in the craft: fluid, adaptable, resilient, integrated, and engaging. While there is a well-established stream of highly influential research in the area of the scholarship of teaching and learning, there has been little opportunity for the pivotal playmakers to share the details of their craft through written academic word. This text has provided a rare opportunity for those stakeholders involved in teacher education, in particular partnerships between higher-education institutions and Department of Education school staff, to shine a spotlight and share their knowledge of professional work-integrated learning (WIL) through multifaceted, rich, and longstanding practices in professional experience (PEx). Schools and universities that were working together were invited to share their research, practice, and partnerships in teacher education as an offering to learn from one another in the third space. This chapter summarises the findings of these contributions and provides a platform to welcome others involved in the under-recognised, tireless, evolving partnerships necessary for the creation of excellent graduate teachers.
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24 February 2023
Correction to: M. Winslade et al. (eds.), Work-Integrated Learning Case Studies in Teacher Education, https://doi.org/10.1007/978-981-19-6532-6
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Acknowledgements
The authors would like to acknowledge everyone who took part in the creation of this text. Thank you to the universities involved in this textbook for trusting us with your success stories and challenges. We would like to celebrate with all of the practising teachers who gave their time and energy to willingly share their deep knowledge and understanding of the importance of fostering pre-service teachers. We would like to acknowledge Di Wasson, who initiated the Hub School Project, and thank Cynthia Wearne for supporting us, and for providing opportunities for the Hub Schools to flourish. Finally, and most importantly, we offer our gratitude to all of the supervising teachers, in-school coordinators, classroom supervising teachers, university PEx coordinators, and pre-service teachers for all of your dedication and work in this very important field of education.
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Eady, M.J., Loughland, T., Winslade, M. (2023). Revisiting Our Understanding of Partnerships in the Pre-service Teaching Space: Key Findings and Conclusions. In: Winslade, M., Loughland, T., Eady, M.J. (eds) Work-Integrated Learning Case Studies in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-6532-6_30
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