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Partnership in Work Integrated Learning: The Efficacy of a Partnership Model in Facilitating School Placement Based Learning and Assessment
Casey, Elva
Casey, Elva
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Abstract
Work integrated learning (WIL) is an educational
approach that integrates learning with practical work
experiences. Within the structure of Initial Teacher
Education (ITE) in the Republic of Ireland, WIL is
facilitated through School Placement (SP). SP is
widely recognised as sitting at the fulcrum of ITE. It
is primarily valued by partners in education as the
opportunity to put learnt pedagogy and foundational
knowledge into practice within a school setting and as
such is a form of authentic assessment. Moreover, it
is an opportunity for student teachers (STs) to become
socialised into the profession as active partners in
educational practice. The Teaching Council, as the
regulator of the teaching profession in the Republic of
Ireland, has emphasised the role of the ST as
researcher and pedagogical collaborator, moving the
focus of SP away from a singular consideration of
practice within the classroom and towards a whole
school and system wide approach. This expands the
potential scope of SP towards a reciprocal
relationship whereby the ST has agency to impact on
the actions of the site of practice by sharing new and
emerging practice and pedagogy from their research
and studies. However, beyond these lofty ideals, SP is
a formative assessment and determines the success of
STs in obtaining their professional qualifications.
Given the centrality of SP to ITE, the prevailing lack
of consistency and clarity around the partnership
model, the roles of partners and the future of SP, are
worthy of exploration. This paper presents current
doctoral research and preliminary results on the
impact of the partnership model on the efficacy of SP
as a robust form of assessment and proposes the
introduction of a new SP partnership framework
Description
Publication Date
2024-07-07
Journal Title
Journal ISSN
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Publisher
Infonomics Society