Supporting Remote and Rural Pre-service Teachers on WIL Placement Using Video Technology: Relationships, Confidence, Self-efficacy
Publication Name
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity
Abstract
Tasks requiring students to demonstrate understanding and knowledge of teaching practice are ubiquitous throughout initial teacher education programs. The requirement is largely due to the expectations that pre-service teachers are to culti-vate skills that characterise effective teaching practice and meet accreditation expec-tations. Pre-service teachers demonstrate their understanding of concepts and skills through work-integrated learning (WIL) placement opportunities. Many students choose to complete their WIL placement in a rural or remote location, commonly known as out-of-area (OOA) placements. However, while on OOA placements, many pre-service teachers can be left feeling isolated or unsupported and can lack confi-dence. Although educators are unlikely to physically attend the school to observe and support the pre-service teacher in person, many have turned to technologies to facili-tate support and connect with their students. This chapter explores the experiences of 14 pre-service teachers who completed OOA WIL placements and their perceptions of impact and support through video technology. Findings suggest that partnerships between pre-service teachers, their university advisor, and the supporting classroom teacher are valuable for enhancing students’ confidence and self-efficacy.
Open Access Status
This publication is not available as open access
First Page
157
Last Page
169