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for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Internsand Early Career Teachers\u003Cbr>Sandi Fielder\u003Cbr>Murdoch University\u003Cbr>Chad M. Morrison\u003Cbr>Murdoch University, Perth\u003Cbr>Susan Ledger\u003Cbr>The University of Newcastle, New South Wales, Australia\u003Cbr>Peter R. Whipp Murdoch University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nFielder, S., Morrison, C. M., Ledger, S., & Whipp, P. R. (2024) . A Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career Teachers. Australian Journal of Teacher Education, 49(6) . [https://doi.org/10.14221/1835-517X.6551](https://doi.org/10.14221/1835-517X.6551)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol49/iss6/6](https://ro.ecu.edu.au/ajte/vol49/iss6/6)  \nA Framework for Supporting Teacher Development and Progression: Identifying Conditions to Support Teaching Interns and Early Career  \nTeachers  \nSandi Fielder  \nChad Morrison  \nMurdoch University  \nSusan Ledger  \nUniversity of Newcastle  \nPeter Whipp  \nMurdoch University  \nAbstract: Early career teacher retention and progression are complex issues which inform discourse about and review ofpre-service teacher preparation. Debate about how to best connect pre-service teachers ’theoretical learning about teaching to practical application and  \nreflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained  \nplacement activity situated within supportive school environments.  \nThese extended experiences are located within communities ofpractice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants ’retrospective views of an extended internship and  \nhighlighted key elements that connected practice with developing  \nunderstandings ofwhat it means to be a teacher. Participants’  \nperspectives emphasised how their experiences established vital connections between them and the profession. Analysis of these data underpinned the development of a conceptual framework (Teacher Development and Progression Framework) that illustrates the complex nature of learning to teach and how interdependent factors support momentum and traction into and beyond the early career phase.  \nKeywords: teaching internship; pre-service teacher; initial teacher education; teacher retention; teacher induction; teacher workforce shortages  \nIntroduction  \nAustralian initial teacher education (ITE) has endured decades of strong and sustained critique (Mayer, 2014) . At times, the sector has been described as a product of ‘benign neglect’(Jasman, 2003, p. 1) and underperformance and misalignment. These critiques inform the conceptions held about quality within the sector and set the policy conditions for it (Rowe & Skourdoumbis, 2019) . The establishment of the National framework for professional standards for teaching (Ministerial Council for Education, Employment, Training and Youth Affairs [MCEETYA], 2003) represents the policy setting driven by external accountability, regulation, and further policy setting. This backdrop contributed to  \nthe introduction of the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011), which continued throughout initial implementation of the Standards. The Australian Government commissioned the Teacher Education Ministerial Ad","cbCainIHSS2P8nZ1","https://ap.wps.com/l/cbCainIHSS2P8nZ1","pdf",401115,16,"English","# Introduction\n# Abstract\n## Keywords\n# Recommended Citation","[{\"question\":\"What does the article identify as an effective approach for connecting theory to practice?\",\"answer\":\"It identifies extended teaching internship as effective for connecting pre-service learning with practical application and reflection within classroom praxis.\"},{\"question\":\"How do extended internships support transitions into early career teaching?\",\"answer\":\"They are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching.\"},{\"question\":\"What does the research focus on and what does it produce?\",\"answer\":\"The mixed methods study reports participants’ retrospective views of an extended internship and develops a Teacher Development and Progression Framework based on key interdependent factors.\"}]","A Framework for Supporting Teacher Development and Progression - Article 6 - 2024 | PDF",1792078846]