Abstract:
The presence of preservice teachers in paid teaching positions is becoming increasingly common as schools attempt to respond to the teacher shortage crisis. Ensuring preservice teachers are supported throughout this transition is problematic due to the differing, and in some cases, competing requirements stipulated by various sector organisations and teacher registration authorities.
This paper discusses a collaborative endeavour in the Northern Territory between Charles Darwin University, the Teacher Registration Board and the Department of Education to develop the Accelerated Classroom Teacher Practice Program, an employment-based model for final placement preservice teachers. This paper presents the findings of an evaluation of the employment-based model covering key areas such as the support mechanisms provided by all stakeholders, and the challenges encountered in delivering this model to externally enrolled students across other Australian states and territories. Further, it examines candidate selection and application processes, school and university supports, as well as how the employment-based pathway impacted on the preservice teachers’ preparedness for the profession.
This paper concludes by providing recommendations aimed at adapting traditional notions of induction, mentoring and professional learning in the midst of employment-based pathways into the profession.
This paper discusses a collaborative endeavour in the Northern Territory between Charles Darwin University, the Teacher Registration Board and the Department of Education to develop the Accelerated Classroom Teacher Practice Program, an employment-based model for final placement preservice teachers. This paper presents the findings of an evaluation of the employment-based model covering key areas such as the support mechanisms provided by all stakeholders, and the challenges encountered in delivering this model to externally enrolled students across other Australian states and territories. Further, it examines candidate selection and application processes, school and university supports, as well as how the employment-based pathway impacted on the preservice teachers’ preparedness for the profession.
This paper concludes by providing recommendations aimed at adapting traditional notions of induction, mentoring and professional learning in the midst of employment-based pathways into the profession.