201Internship and Immersion Models’ (MIMs’) program was to strengthen the nexus
between theory and practice and in so doing reconnect schools and universities
(Sclanders, Saggers, & Stuart, 2014 ).
Structure and Implementation
Research conducted nationally by Ure et al. ( 2009 ) classified teacher education pro-
grams under four professional learning models: ‘partnership and collaborative
learning, reflective learning, clinically applied and pedagogical content knowledge
focused’ (p. 13). Although the Murdoch Internship and Immersion Models (MIMs)
are primarily a clinically applied extended practicum, they capture components of
Ure and colleagues’ four identified models within their essential elements, stake-
holders and processes. Although the process of closely combining university peda-
gogical theory and school experience can be linked to past apprenticeship models
(Broadley, Ledger, & Sharplin, 2013 ), the Murdoch Internship and Immersion
Models also incorporate twenty-first-century demands and technologies to address
recognised weaknesses of new graduates. The following essential elements, stake-
holders and processes are involved in the MIMs’ 12-month internship and immer-
sion program.
Essential Stakeholders
Internships rely on the interconnectivity and contribution of key stakeholders from
universities, schools and education sectors. Each contributes in different ways to an
ongoing and evolving integrated community of practice. The following stakeholders
and the relationships between each are considered essential for the success of the
program, however each relationship also presents inbuilt points of contestation.
Intern/Associate A select-entry preservice teacher is chosen through a rigorous
selection process of academic screening as well as individual and group
interviews.
Mentor An experienced mentor selected by principals and university staff is
responsible for guiding the assigned intern through a gradual release of responsibil-
ity model (Fisher & Frey, 2008 ; Gallagher & Pearson, 1989 ).
School Coordinator A designated school-based coordinator is responsible for
overseeing the day-to-day logistics of supporting interns and mentors. Typically,
school coordinators hold positions of leadership within the school as it has been
found that leadership support increases effectiveness of program implementation.
University Coordinator A university academic or designated coordinator of
interns has the responsibility for monitoring, managing and communicating with all
12 Immersion Programs in Australia: Exploring Four Models for Developing...