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

Rebecca H Miles, Stephanie Garoni, Sally Knipe

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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.
Original languageEnglish
Title of host publicationProfessionalism and Teacher Education
Subtitle of host publicationVoices from Policy and Practice
EditorsAmanda Gutierrez, Jillian Fox, Colette Alexander
Place of PublicationSingapore
PublisherSpringer Singapore
Number of pages17
ISBN (Electronic)978-981-13-7002-1
ISBN (Print)978-981-13-7001-4
Publication statusPublished - May 2019
Externally publishedYes


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