Supporting Remote and Rural Pre-service Teachers on WIL Placement Using Video Technology: Relationships, Confidence, Self-efficacy
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity
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.
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