211perspectives of what it means to learn to teach can be incorporated to support pre-
service teachers. Analysis of the cases presented here suggested that there is a strong
need for immersion programs to be continually monitored and modified to meet the
contextual (or different) demands of the school, university and students.
One point of difference between the models was the length of time and tasks
employed by the programs. Some programs combined immersion with block place-
ments, whilst others were purely immersion experiences. The immersion programs
ranged from 16 to 100 days; each had clearly defined goals and structure, but it
could be argued that 16 days across a calendar year provides limited exposure to all
components of the classroom and yearly demands, such as significant school events
including reports, assessment, carnivals, field trips, parent nights and planning ses-
sions. However, it must be noted that the 16 days of immersion was followed by two
3-week professional experience in the same school; in this case, the immersion
provided the foundation for the following assessed 30 days of teaching.
Another point of difference between the models was the issue of selection of
preservice teachers for participation in the immersion program. In the Western
Australian program, preservice teachers were selected on the basis of academic
results, whilst the programs in Victoria, New South Wales and Queensland involved
all preservice teachers in a particular year level or course. A select-entry program
based on merit could be argued and seen as comparable to a typical honour’s pro-
gram. This raises the issue of equity and access and whether or not the benefits of
such programs should be open to all students. We have argued in this chapter that
immersion in the life of a school and classroom for an extended period of time has
many benefits for the professional learning of all those who participate in some type
of immersion program as part of their professional experience. The provision of a
range of immersion programs would cater for the perceived inequity issue and
diversity of student argument, as well as addressing the ‘access’ and ‘opportunity to
learn’ issues. Many factors impact students’ ability to apply or commit to 12-month
or 87-day internships, and it is for this reason that many initial teacher education
programs provide options for their preservice teachers.
Conclusions and Recommendations for Future Immersion
Programs
The description, comparison and analysis of the four immersion programs provided
a number of insights and recommendations for consideration in other such pro-
grams in the future. Whilst universities have to make decisions based on their own
contexts, priorities and expertise, we believe that this chapter has illuminated some
important guiding principles that should be considered for the development or
enhancement of future immersion programs.
First, the development of any immersion program is dependent upon close col-
laboration between universities and schools. The staff need to have a shared
12 Immersion Programs in Australia: Exploring Four Models for Developing...