This research explores the feasibility of a professional experience ‘Super Prac’ model for undergraduate and postgraduate Initial Teacher Education (ITE) students. Teacher placements have long been a fundamental component of ITE, but while their importance is well-established, the limitations of these placements in effectively preparing future teachers for the classroom are also widely recognised. Successful outcomes depend on strong collaboration between students, schools and universities. This doctoral study focuses on the experiences of primary teacher education students, both undergraduate and postgraduate, enrolled at a regional university in New South Wales, Australia. Given the high attrition rate in teacher education programs, data was collected over a 12-month period, utilising both quantitative (surveys) and qualitative (focus group interviews) methods, involving a range of stakeholders.
The Super Prac project adopts a constructivist grounded theory approach to examine the experiences of teacher education students before and after their professional placement.
The findings demonstrate that the Super Prac model can have a significant positive impact on students’ professional placement experiences. Teacher education students reported increased self-efficacy and improved pedagogical practice, with the model retaining all teacher education students within their program and a 100% success rate. Positive feedback from school staff and the broader community further supports the feasibility of the model.
This study provides strong evidence for the effectiveness of the Super Prac model in enhancing the support and success of teacher education students in ITE programs.

Authors:
Joanne Riley, University of Newcastle, Australia

About the Presenter(s)
Dr Joanne Riley is currently the Professional Experience Coordinator for the Early Childhood and Primary programs in the School of Education at the University of Newcastle, Australia.

See this presentation on the full schedule – Saturday Schedule

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