Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers - Article 6

Oct 15, 2026

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The study examines associations between teaching competence, autonomous motivation, and self-efficacy among two groups of pre-service teachers in a four-year Bachelor of Education program. One group followed a Work-Integrated Learning (WIL) pathway, while the comparison group did not. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were collected from 116 pre-service teachers. Results show higher efficacy in classroom management and higher perceptions of identified regulation for WIL participants, indicating WIL sessions support broader teacher readiness and competence through authentic experiential learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Work-integrated learning (WIL) in teacher education

Critiques of teaching preparation in Australia

Study focus and expected impact

Australian Journal of Teacher Education | Volume 47 Issue 11 | Article 6 | | --- | --- | | 2022
Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.
Casey P. Mainsbridge University of New England
Vaughan Cruickshank University of Tasmania
Kira Patterson
University of Tasmania
Arto Gråstén
United Arab Emirates University
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Educational Methods Commons, and the Higher Education Commons | | Recommended Citation Mainsbridge, Casey P.; Cruickshank, Vaughan; Patterson, Kira; and Gråstén, Arto (2022) "Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.,"Australian Journal of Teacher Education: Vol. 47 : Iss. 11 , Article 6. DOI: [https://doi.org/10.14221/1835-517X.5857](https://doi.org/10.14221/1835-517X.5857) Available at: [https://ro.ecu.edu.au/ajte/vol47/iss11/6](https://ro.ecu.edu.au/ajte/vol47/iss11/6) [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/vol47/iss11/6](https://ro.ecu.edu.au/ajte/vol47/iss11/6) Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers. Casey P. Mainsbridge University of New England Vaughan Cruickshank Kira Patterson University of Tasmania Arto Grasten United Arab Emirates University, Al Ain, Abu Dhabi. Abstract:The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups ofpre-service teachers enrolled in a four-year Bachelor of Education degree program. One groupparticipated in a WorkIntegrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated thatpreservice teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill development and teacher readiness. Introduction Teacher education programs are critical in preparing pre-service teachers to organise and operate learning environments for broad and diverse student populations. Ramirez (2020) acknowledged that teacher education institutions are expected to shape pre-service teachers in responding to innovations ofthe 21st century – implementing lifelong learning, guaranteeing the standard of education, and coaching students for prosperous skilled activities. A concern for education professionals, practitioners, and school leaders is the abundance of theorybased coursework and distinct lack of practice opportunities within teacher education programs to facilitate the preparation of classroom ready teachers upon graduation (Organisation for Economic Co-operation and Development [OECD], 2012) . Practical inclass experiences provide pre-service teachers with the opportunity to connect what they learn at university with real world practice, and participation in such practical experiences has proven to be a valuable component of teacher preparation (Matoti & Junqueira, 2013 ; Rusznyak & Bertram, 2021). Practical in-class

FAQs

What was the main aim of the study?

To examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers, comparing those in a WIL pathway with those who were not.

How many pre-service teachers participated, and what did they complete?

A total of 116 pre-service teachers completed self-reports covering basic psychological needs, motivational regulations, and self-efficacy.

What findings relate WIL participation to teacher outcomes?

Pre-service teachers in the WIL pathway showed higher efficacy in classroom management and higher perceptions of identified regulation, suggesting WIL sessions help develop teacher competence, autonomous motivation, and self-efficacy.

Oct 15, 2026

Upload by Franzy