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Extended teaching internships offer structured classroom application that supports entry into the profession and strengthens early-career traction toward “classroom-ready” graduate status. This mixed-methods study examines a year-long internship using surveys and interviews, identifying belonging and employability as regular, significant outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/graduate-teachers-sense-of-belonging-anchored-in-experiences-of-preservice-internships-and-employability/588314/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/graduate-teachers-sense-of-belonging-anchored-in-experiences-of-preservice-internships-and-employability/588314.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in initial teacher education (ITE)?","Question",{"text":112,"@type":113},"The study focuses on the complex relationship between theoretical content taught at university and practical experiences provided in schools, and how strengthening this connection remains a challenge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the internship contribute to graduate teachers’ early-career outcomes?",{"text":117,"@type":113},"Findings show that participants’ sense of belonging and employability are significant outcomes, influencing graduate employment and early career traction beyond the early-career phase.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to examine the year-long internship?",{"text":121,"@type":113},"The study used mixed methods: surveys and interviews with graduates to understand experiences and perspectives on what they gained through their internship involvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588314,1792161200,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Journal of Teaching and Learning for Graduate Employability  \nISSN: 1838-3815 (online) Journal Homepage: [https://ojs.deakin.edu.au/index.php/jtlge/](https://ojs.deakin.edu.au/index.php/jtlge/)  \nGraduate teachers’ sense of belonging anchored in experiences of preservice internships and employability  \nSandi Fielder 1, Chad Morrison 1 and Susan Ledger 3  \nCorresponding author: Sandi Fielder ([sandi.fielder@murdoch.edu.au](sandi.fielder@murdoch.edu.au))  \n1 School of Education, Murdoch University, Western Australia, Australia  \n2 School of Humanities, Arts and Social Sciences, Murdoch University, Western Australia, Australia  \n3 School of Education, The University of Newcastle, New South Wales, Australia  \nAbstract  \nWithin initial teacher education (ITE), there is a complex and dynamic relationship between the theoretical content delivered within university settings and the practical components experienced within schools. Strengthening the nexus between the two represents the ongoing work of teacher educators and an ongoing challenge for pre-service teachers. Extended teaching internships (e.g., of 12 months duration) provide opportunities to develop pre-service teachers’knowledge through classroom application. These extended professional experience components are justified through how they facilitate entry into the profession and support graduate teachers’ traction within the early career phase – an outcome commonly referred to in Australian policy and public discourse as being ‘classroom-ready’. This mixed-methods research presents findings from an examination of a year-long internship. Through surveys and interviews, graduates shared their experiences and perspectives of what they gained from their involvement. Drawing on conceptual tools of community of practice and pillars of the Framework of Conditions Supporting Early Career Teacher Resilience, the analysis identified participants’ sense of belonging and employability as regular and significant outcomes of the internship. Participants reported feeling a sense of belonging to their internship school colleagues and to teaching, explaining this as an influential factor to graduate employment, early career traction and pathways that carried them beyond the early career phase. These findings have implications for the priorities and outcomes pursued through extended internships, especially during a time where employment-based internships are burgeoning. Further longterm research is needed to understand the extent of impact of extended internships on career trajectories and continuity.  \nKeywords  \ninternship, graduate employability, early career teacher, preservice teacher, initial teacher education  \nIntroduction  \nGraduate employability has been a focus in the global education landscape throughout the 21st century. Graduate teachers are those who have completed their initial teacher education (ITE) program and are within the first two years of teaching in schools or early-year settings. Linking with this, the attraction, retention and career progression of teachers have been the focus of much  \nFielder, S. et al. (2025) . Graduate teachers’ sense of belonging anchored in experiences of preservice internships and employability. Journal  \nof Teaching and Learning for Graduate Employability, 16(1), 112–126. 112  \nresearch over the past several decades. At a policy level, there has been increasing interest in the employability of these graduates and the ITE courses that have prepared them. Given that the strength of any education system is associated with the strength of its ITE sector (Darling-Hammond, 2020), Australia has invested in considerable policy development to strengthen ITE over the past decade, most recently in the Quality Initial Teacher Education Review (Department of Education, 2022a) . In Australia, the focus over the past decade has been on ‘classroom-ready’ graduates is further evident in reviews of teacher education and policy directives including Action ","cbCaia5ztC45NpY0","https://ap.wps.com/l/cbCaia5ztC45NpY0","pdf",329600,15,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the study address in initial teacher education (ITE)?\",\"answer\":\"The study focuses on the complex relationship between theoretical content taught at university and practical experiences provided in schools, and how strengthening this connection remains a challenge.\"},{\"question\":\"How does the internship contribute to graduate teachers’ early-career outcomes?\",\"answer\":\"Findings show that participants’ sense of belonging and employability are significant outcomes, influencing graduate employment and early career traction beyond the early-career phase.\"},{\"question\":\"What methods were used to examine the year-long internship?\",\"answer\":\"The study used mixed methods: surveys and interviews with graduates to understand experiences and perspectives on what they gained through their internship involvement.\"}]","Graduate teachers’ sense of belonging anchored in experiences of preservice internships and employability | PDF",1792064996,38]