Abstract:
Work-integrated learning (WIL) has emerged as a key strategy for educational institutions to provide students with opportunities for work-ready skills and real-world experience. However, complications occur in engaging students with industry, business, government and community in WIL in higher education. The interactions among stakeholders in WIL are significant in implementing this professionally-oriented education approach.
This research study explores the connections and disconnections in the enactment of WIL in language teacher education using multi-site case study as a research method. The study was undertaken based on the evidence collected from semi-structured interviews and documents of education policy in two WIL programs for language teacher education in Australia and Vietnam. The research interviews for this study involved the stakeholders of WIL including university students, academics, university managers and community-based staff who had participated in one or another of the two WIL programs. The results indicate that knowledge and power relations among the stakeholders generate both connections and disconnections in WIL enactment in language teacher education. The contributions of the study relate to the dilemmas of WIL approach for theory and practice connection in tertiary education.
The study has implications for initial teacher education, community-oriented education, and internationalisation of higher education. Further research is needed to investigate the knowledge and gendered power relations in other levels of education and disciplines.
This research study explores the connections and disconnections in the enactment of WIL in language teacher education using multi-site case study as a research method. The study was undertaken based on the evidence collected from semi-structured interviews and documents of education policy in two WIL programs for language teacher education in Australia and Vietnam. The research interviews for this study involved the stakeholders of WIL including university students, academics, university managers and community-based staff who had participated in one or another of the two WIL programs. The results indicate that knowledge and power relations among the stakeholders generate both connections and disconnections in WIL enactment in language teacher education. The contributions of the study relate to the dilemmas of WIL approach for theory and practice connection in tertiary education.
The study has implications for initial teacher education, community-oriented education, and internationalisation of higher education. Further research is needed to investigate the knowledge and gendered power relations in other levels of education and disciplines.