The co-design of an embedded school-university partnership : An application of Dewey’s laboratory style approach to PST experiences in schools

This chapter reports on the design of an embedded school-university partnership entitled Ballarat Embedded Settings Teacher Education Partnership (BESTEP) model, which was co-designed with school principals in a regional setting of Victoria, Australia. The model involved groups of pre-service teachers (PSTs) attending an educational setting (school, kindergarten, early childhood learning centre) for 1–2 days per week concurrent with their university coursework. The placements were modelled on Dewey (The third yearbook of the national society for the scientific study of education. The University of Chicago Press, 1904) laboratory style placement where reflection and theory-informed practice and inquiry were core. Time in schools counted towards coursework rather than days of formal professional experience. An online, open questionnaire was administered to pre-service teachers, school principals, and teacher educators to evaluate the outcomes of the model. Findings showed that the model had benefits for praxis as reported by all participant cohorts. Educational leaders saw benefits for PSTs having classroom experiences outside of/in addition to the block placement time, and reported staff professional learning and enhanced learning outcomes for children. Both Teacher Educators and PSTs saw how theory related to practice. Implications are considered around the policy and funding landscape need revision to better support schools and universities in their shared responsibility for preparing future teachers.