183and exchange’ (Eilersten, Moksnes Furu, & Rørne, 2011 , p. 86), which impacts
preservice teachers’ achievements favourably.
Examples of Alternative Professional Experiences
As noted earlier, Australian universities are under increased pressure to develop
‘classroom ready teachers’ (TEMAG, 2015 ) who can enter any classroom, in any
school, and ensure learning for students occurs. To this end, universities are facili-
tating multiple strategies and initiatives in partnership with schools that aim to
engage and immerse preservice teachers in a range of learning experiences that
expose preservice teachers to working with students from backgrounds that may be
in sharp contrast to their own. Three such learning experiences are outlined below.
Applied Curriculum Projects: Victoria University
As part of their Project Partnership experience, all preservice teachers enrolled at
Victoria University participate in a school-identified project known as an Applied
Curriculum Project, which involves preservice teachers forming professional learn-
ing teams with one or more teachers in a school. These Applied Curriculum Project
teams negotiate, design, facilitate and evaluate a student-focused project (e.g. after-
school homework clubs, lunchtime sporting activities, literacy support programs,
gifted and talented extension groups and garden clubs). Usually school personnel
identify the Applied Curriculum Project foci based on their school’s strategic plans
and priorities.
The intent of the Applied Curriculum Project is to involve all participants more
deeply in the curriculum and learning of the school and to establish more authentic
relationships between preservice teachers, teachers and school students. Listed
below are five Applied Curriculum Projects that were the focus of a large secondary
school in the western suburbs of Melbourne:
- Victorian Certificate of Education (VCE) strategies for improvement: Student
engagement/motivation, planning for success and striving for excellence. - Year 9 City Experience: A comprehensive city experience that scaffolds students
through engaging with and working in the city. - Junior school pedagogy: How to incorporate ‘best practice’ in the open learning
centre and beyond. This project focuses on individual needs, team teaching, stu-
dent engagement, well-being and curriculum building. - Whole school data collection and analysis: How and what data do we collect?
How do we interpret and use this to inform better practice and achieve better
student outcomes. What are the gaps in our data? How do we assist staff in
understanding and using data on a regular basis?
11 Professional Experience and Project-Based Learning as Service Learning