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.
|Title of host publication||Professionalism and Teacher Education|
|Subtitle of host publication||Voices from Policy and Practice|
|Editors||Amanda Gutierrez, Jillian Fox, Colette Alexander|
|Place of Publication||Singapore|
|Number of pages||17|
|Publication status||Published - May 2019|