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It compared two placement models: Alliance (partnership) schools and non-Alliance (conventional) schools. The Alliance model, informed by Activity Theory, strengthens theory–practice links through ‘in situ’ boundary crossers and an Assessment Circle supporting professional conversations. A mixed-methods design compared reported experiences across the two cohorts, focusing on support levels and understanding of the Australian Professional Standards for Teachers (AITSL). 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Toe\u003Cbr>School of Education, Faculty of Arts and Education, Deakin University, [dtoe@deakin.edu.au](dtoe@deakin.edu.au)\u003Cbr>Christine Ure\u003Cbr>School of Education, Faculty of Arts and Education, Deakin University, [c.ure@deakin.edu.au](c.ure@deakin.edu.au)\u003Cbr>Damian Blake\u003Cbr>School of Education, Faculty of Arts and Education, Deakin University, [damian.blake@deakin.edu.au](damian.blake@deakin.edu.au)\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  \nToe, D. M., Ure, C., & Blake, D. (2020) . Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools. Australian Journal of Teacher Education, 45(2) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n2.6](http://dx.doi.org/10.14221/ajte.2020v45n2.6)  \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/vol45/iss2/6](https://ro.ecu.edu.au/ajte/vol45/iss2/6)  \nFinal Year Preservice Teachers’ Views of Professional Experience in  \nPartnership Schools  \nDianne Toe  \nChristine Ure  \nDamian Blake  \nDeakin University  \nAbstract: This study investigated the perspectives ofpreservice  \nteachers’(PSTs) on their final year placements in Initial Teacher  \nEducation (ITE) programs offered at Deakin University, Victoria, Australia. It compared the views of PSTs in two placement models;  \nthe Alliance school (partnership)and non-Alliance school (or conventional) models. The Alliance model draws on Activity Theory (Engeström, 2015) to strengthen the links between theory and practice in ITE, providing additional support during school placements through an ‘in situ’ boundary crosser. These boundary crossers use an Assessment Circle process that supports professional conversations about teaching and learning. A mixed method approach has been used to compare the reported experiences offinalyear PSTs who completed placements in an Alliance partnership schools or anon-Alliance schools. Findings indicate significant differences in the experiences ofthe two cohorts of PSTs in relation to perceived levels of support and their understanding of the Australian Professional  \nStandards for Teachers (AITSL, 2011).  \nIntroduction  \nBuilding better connections between University courses and professional experience in schools has gathered momentum over recent years (Darling-Hammond, 2010, 2016; Zeichner, 2010). The divide between the theory and content taught in Initial Teacher Education (ITE) programs and the occasionally random experiences of preservice teachers (PSTs) placed out in schools has been called the “Achilles heel” of teacher education (Darling-Hammond, 2010, p 8) . Globally, a range of models have been developed to improve the coordination of professional or field experience with campus-based course content. These include models which focus on various kinds of boundary crossing between universities and schools, and the establishment of a firm foundation for strong and enduring university-school partnerships (le Cornu, 2010; Ure, 2010; Zeichner, 2010) .  \nThis global landscape shift has impacted government policy in Australia. In 2011, the first national set of teaching standards, the Australian Professional Standards for Teachers (APST) were published by the, then, recently formed Australian Institute of Teaching and School Leadership (AITSL) (AITSL, 2011) . These new Australian standards replaced state and territory-based standards and heralded new directions in consistency and unification for teachers’ work. More recently, Australian government policy makers have shifted their focus to ITE. The Teacher Ed","cbCainCAT5pEFkHF","https://ap.wps.com/l/cbCainCAT5pEFkHF","pdf",406113,25,"English","# Introduction\n## Background: university–school connections\n## Policy context and teacher standards\n## Purpose and focus of the study\n# Method and models (Alliance vs non-Alliance)\n## Alliance placement structure and boundary crossing\n## Assessment Circle and professional conversations\n## Comparative mixed-method approach","[{\"question\":\"What placement models were compared in this study?\",\"answer\":\"The study compared Alliance school placements (partnership) with non-Alliance school placements (conventional).\"},{\"question\":\"How does the Alliance model support theory–practice connections?\",\"answer\":\"It draws on Activity Theory and uses ‘in situ’ boundary crossers plus an Assessment Circle process to support professional conversations about teaching and learning.\"},{\"question\":\"What were the main findings about preservice teachers’ experiences?\",\"answer\":\"Final-year preservice teachers reported significant differences between the two cohorts, particularly regarding perceived support and their understanding of the Australian Professional Standards for Teachers.\"}]","Final Year Preservice Teachers’ Views of Professional Experience in Partnership Schools - Volume 45 - Issue 2 | PDF",1792078143,63]