26 - Casey Mainsbridge

Title

Engaging initial teacher education students with community: Embedding Work-Integrated Learning into an undergraduate unit

Author(s)

Casey Mainsbridge*, School of Education, Faculty of Education

Subtheme

Work Integrated Learning

Presentation Type

Spotlight on Practice

Room

Meeting Room

Time

11.30-12.30

Abstract

Undergraduate Health and Physical Education (HPE) initial teacher education (ITE) students undergo 80 days of school-based Professional Experience throughout a four year degree. While Professional Experience in schools is imperative in the development of quality teachers, ITE students have limited opportunities to develop organisational, professional, and interpersonal skills in community settings. To address this gap, currently in the third year of the HPE course ITE students have the opportunity to collaborate and partner with a variety of different community-based organisations through Work-Integrated Learning embedded within the unit ESP322 Organisation in Community Sport and Recreation. More specifically, in this unit ITE students are empowered to liaise with community-based organisations to plan, implement, and evaluate health-related programmes and initiatives to target audiences.
Examples of Faculty of Education partnerships through this unit have been developed with organisations such as Risdon Prison, Hawthorn and North Melbourne Football Clubs, Active Tasmania, Ashley Youth Detention Centre, Pontville Detention Centre, early years care organisations, and aged care organisations. Through collaborating with various community organisations, ITE students gain valuable organisational, professional, and interpersonal skills further to those developed through the Professional Experience model in schools. Importantly, through this unit the ITE students develop a greater understanding towards the value of community, and gain practical skills that can be used beyond the school environment.
This presentation will highlight the pedagogical approach used to deliver this unit, which is based on empowering students to develop strategies and approaches to collaborate and engage with community  A rationale for the proposed outcomes intended for ITE students and partner community organisations framed on the Blueprint for an active Australia (Heart Foundation, 2014) will also be detailed. Furthermore, strengths and limitations of embedding Work-Integrated Learning into a unit will be identified, with recommendations from this made.
References
Heart Foundation (2014). Blueprint for an active Australia. Second Edition. Melbourne,  Australia. National Heart Foundation of Australia.

Resource

Download presentation (requires University of Tasmania login) (PDF)