There is broad consensus that effective teacher preparation programs should enable pre-service teachers to integrate learning experiences at university and school. However, as noted in many reviews and studies, achieving this integration remains a significant challenge. In this study we aimed to identify factors that influence developmental coherence in pre-service teachers’ learning in the first eight weeks of a one-year preparation program, entailing university-based and school-based experiences. The pre-service teachers were expected to integrate learning in both contexts as preparation for their first five-week practicum. Our study aimed to identify their judgements of the value of various components of the course in preparing for this teaching experience, as well as factors affecting their sense of learning integration. We found that their responses, while mainly positive about their program in terms of practicum preparation, reflected diverse needs and expectations. We conclude by outlining various implications for further effective integration of learning across both contexts.
& Prain, V.
Enablers and Constraints in Achieving Integration in a Teacher Preparation Program.
Australian Journal of Teacher Education, 36(8).