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Strengthening work integrated learning (WIL) experiences for rural education students : exploring community based partnerships

Cooper, Maxine, Ortlipp, Michelle, Ryan, Juliana, Walker-Gibbs, Bernadette and White, Simone 2011, Strengthening work integrated learning (WIL) experiences for rural education students : exploring community based partnerships, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries, Australian Association for Research in Education, [Hobart, Tas.].

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Title Strengthening work integrated learning (WIL) experiences for rural education students : exploring community based partnerships
Author(s) Cooper, Maxine
Ortlipp, Michelle
Ryan, Juliana
Walker-Gibbs, Bernadette
White, Simone
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov. - 1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries
Editor(s) [unknown]
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) Teacher education
work integrated learning
communities of practice
Rural Education SIG
Summary This paper investigates three areas of priority for rural teacher education: work integrated learning (WIL); attraction and retention of teachers to rural areas; and the potential challenges and benefits of community based partnerships to address these areas of need. The data on which this paper is based focuses on a Victorian project around six case studies that explored the research and scholarship of teaching graduates to be work ready for the needs of rural and regional communities. The project also aimed to explore how preservice teacher education can develop and better support pre-service teachers (PSTs) through rural and regional community-based WIL experiences.
The project investigated what sort of support PSTs undertaking WIL experiences in rural and regional communities need in order to develop positive attitudes and understandings in relation to working in a rural/regional community. Consideration was also given to how support from the university, school,
supervising teacher and broader local community enhances or detracts from the PST’s experience of WIL in rural and regional areas. In order to explore these issues in this paper the authors will outline some recommendations with regards to ways in which teacher education programs may enhance the experiences of stakeholders involved in rural and regional WIL experiences, including PSTs, supervising teachers, university teacher educators and community members.
The project’s underlying conceptual framework of place, productivity and partnerships will be explained in terms of its overlapping dimensions of community, creativity and capital in order to reconceptualise preservice teacher education in local, rural and regional and global contexts as adaptive community-based work integrated learning within a knowledge economy.
The final discussion will make recommendations on how universities and other identified stakeholders can better facilitate WIL and enhance stakeholder engagement in rural and regional areas in order to equip PSTs
and classroom teachers to work creatively together in productive partnerships to meet the future demands of local rural and global contexts of change in a knowledge economy.
Notes Special Interest Group - Session 5
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2011
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043231

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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