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The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer.

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer.

This is a qualitative case study to investigate English for Speakers of Other Languages (ESOL) graduate students’ learning experiences when completing a reflective project. Four graduate students in the United States participated in this study and completed the project to share their linguistic and cultural stories in a traditional paper-based essay format and in a multimedia format. The data consisted of a reflection paper, digital storytelling (DST), a project report, an oral presentation, and an interview, which were analysed through content analysis. The findings included participants’ learning of (a) language and culture, (b) language teaching, (c) language teachers’ responsibilities, and (d) technology. These showed that ESOL graduate students’ dialogues with preceding, current, and future utterances indicated their hybrid learning experiences through traditional and technology-mediated reflective tasks. The author discussed the influences of dialogues within their hybrid learning. In addition, pedagogical implications of a combined project between a reflection paper and DST and the instructional elements of DST that teachers need to consider were suggested.

Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the ‘clinical model’) through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network.

This paper interrogates Stacey’s assertion that New South Wales (NSW) education policy is underpinned by a ‘particular instance of neoliberalisation’ which has significant ‘direct and material impacts’ on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation’s What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being ‘governed at a distance’ through documents such as What Works Best. It is hoped this paper might provide teachers with ‘insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices’.

Both international actors, like the OECD, and Norwegian policies for teacher education aim to increase students’ academic competence and the collaboration between university and practice. Mentoring dialogues between students and mentors in practice are in the intersection between university and the profession. Thus, this gives the mentors the responsibility to realize these policy intentions. This actualizes what is discussed in mentoring and how the negotiation of control between mentors and students has impact on what policy intentions are recontextualized in mentoring. Therefore, this paper aims to investigate which intentions are realized in mentoring through the use of criteria and the selection of the content to be discussed. The findings indicate that the mentor has strong autonomy, and where what is discussed is focused more on practical issues than considerations about the academic subject. Given these findings, this paper discusses different perspectives on a close collaboration between university and practice.

This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers’ self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity