Additional Professional Induction Strategy (APIS)

Education Commons, A Strategy to Support Transition to the World of Work

Authors

  • Robyn Henderson University of Southern Queensland
  • Karen Noble University of Southern Queensland
  • Kathleen Cross University of Southern Queensland

DOI:

https://doi.org/10.47381/aijre.v23i1.646

Keywords:

preservice educators, induction, professional networks, career development, education commons

Abstract

This paper describes a strategy, designed by a faculty of education in a regional Australian university, to induct pre-service educators into the education profession. It then focuses on one component of the strategy, an initiative called Education Commons. This initiative uses a model of critical reflection to engage pre-service educators in discussions about current and relevant educational topics. This aims to connect them into professional networks and to assist their induction into the education profession from the outset of their tertiary study. An analysis of a small data set – two small stories told by an early career teacher who had participated in Education Commons while at university – is investigated for evidence of the effect of the program. The analysis highlights the use of critical reflection and career development learning.

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Published

01-03-2013

How to Cite

Henderson, R., Noble, K., & Cross, K. (2013). Additional Professional Induction Strategy (APIS): Education Commons, A Strategy to Support Transition to the World of Work. Australian and International Journal of Rural Education, 23(1), 43–59. https://doi.org/10.47381/aijre.v23i1.646

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