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J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives
in Professional Experience, DOI 10.1007/978-981-10-5484-6_12
Chapter 12
Immersion Programs in Australia: Exploring
Four Models for Developing ‘Classroom-
Ready’ Teachers
Sharon Tindall-Ford, Susan Ledger, Judy Williams, and Angelina Ambrosetti
Abstract ‘Classroom-ready’ graduate teachers require a sound understanding of
the complex context that constitutes the ‘classroom’ in which they are expected to
teach. The preservice teachers’ experiences within schools provide critical insights
into these complexities and provide ongoing professional development towards
their classroom readiness. It is in the school setting where theory learnt at university
can inform and support preservice teachers to make sense of their observations of
students’ learning, teachers’ teaching and their own teaching practice. We contend
that within a traditional professional experience, the opportunities to link educa-
tional theory to teaching practice are usually incidental rather than purposeful, with
preservice teachers often having limited opportunity to observe and experience the
multifaceted nature of being a teacher. At both the state and national levels, govern-
ments are advocating for the improvement of preservice teachers’ school experi-
ences and for universities to ensure the graduation of ‘classroom-ready’ teachers.
This chapter examines how initial teacher education providers are enhancing preser-
vice teachers’ teaching and learning experiences through innovative in-school
immersion programs with the goal of producing more professionally prepared,
‘classroom-ready’ graduates. The chapter showcases four different models of school
immersion programs from across Australia, outlining the purpose, structure and
intended outcomes of each. A critique of these models highlighting tensions and
vulnerabilities to implementation of immersion programs results in recommenda-
tions for initial teacher education providers who are seeking to support the immer-
sion of preservice teachers as they transition into the teaching profession.
S. Tindall-Ford (*)
University of Wollongong, Wollongong, NSW, Australia
e-mail: [email protected]
S. Ledger
Murdoch University, Perth, WA, Australia
J. Williams
Monash University, Melbourne, VIC, Australia
A. Ambrosetti
Central Queensland University, Noosaville, QLD, Australia