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Journal article
Graduate teachers’ sense of belonging anchored in experiences of preservice internships and employability
Journal of teaching and learning for graduate employability, Vol.16(1), pp.112-126
2025
Abstract
Within 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 long-term research is needed to understand the extent of impact of extended internships on career trajectories and continuity.
Details
- Title
- Graduate teachers’ sense of belonging anchored in experiences of preservice internships and employability
- Authors/Creators
- Sandi Fielder (Corresponding Author) - Murdoch University, School of EducationChad Morrison PhD (Author) - Murdoch University, School of EducationSusan Ledger (Author) - University of Newcastle Australia
- Publication Details
- Journal of teaching and learning for graduate employability, Vol.16(1), pp.112-126
- Publisher
- Deakin University
- Identifiers
- 991005782532907891
- Copyright
- © 2025 Sandi Fielder, Dr Chad Morrison, Professor Susan Ledger
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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