Abstract:
This paper reports on an innovative approach to professional experience that adopts the use of a coaching model to support pre-service teachers (PST) while on practicum. The Coaching Approach to Professional Experience (CAPE) Model was designed to foster partnerships between schools, government and universities and develop the skills and knowledge of PSTs through goal-based coaching cycles. However, as recognised in the literature, creating and sustaining partnerships to achieve these integrated systems is a complex endeavour with many competing agendas and needs. Indeed, Le Cornu (1999, p. 90) notes to achieve systemic change it needs to be accompanied by “cultural change in work settings’ and universities’ values, beliefs, habits, assumptions and ways of doing things” (p. 90). However, the degree of difficulty required for significant change within universities and schools, and more broadly the educational sector, is often absent from the government rhetoric. Indeed, often partnerships between universities and schools are presented as un-problematic, sustainable and desirable in the discourses of teacher education (Cardini, 2006; Bloomfield, 2009; White, Bloomfield & Le Cornu, 2010). Also absent from these conversations is the complex structures that are required to support universities to partner with a variety of school types that accommodates individual school differences, for example, partnerships that are inclusive of different school sizes, student cohort, school philosophical and geographic locations.
This paper outlines five case studies of primary schools who adopted the model in partnership with a university in Melbourne, Victoria. Specifically, it explores the innovation, of the model and outlines the ways in which different schools modified the model to suit their operational and philosophical needs. The findings have implications for universities seeking alternative models in professional experience which are adaptable and localised to a diversity of schools and provides an example of an innovation that create partnerships between schools and universities.
References
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: opportunities for professional experience, Asia Pacific Journal of Teacher Education, 37(1), 27-44.
Le Cornu, R. (1999) The 3Rs of Practicum Reform, 3rd National Cross Faculty Practicum Conference Proceedings Booklet, Adelaide, 1997.
White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: Issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181- 193.
This paper outlines five case studies of primary schools who adopted the model in partnership with a university in Melbourne, Victoria. Specifically, it explores the innovation, of the model and outlines the ways in which different schools modified the model to suit their operational and philosophical needs. The findings have implications for universities seeking alternative models in professional experience which are adaptable and localised to a diversity of schools and provides an example of an innovation that create partnerships between schools and universities.
References
Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: opportunities for professional experience, Asia Pacific Journal of Teacher Education, 37(1), 27-44.
Le Cornu, R. (1999) The 3Rs of Practicum Reform, 3rd National Cross Faculty Practicum Conference Proceedings Booklet, Adelaide, 1997.
White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: Issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181- 193.