Focussing student teachers' professional learning

As an outcome of research undertaken by Clarke (2004) several critical issues related to the preparation of student teachers for their professional experience in schools became evident. The study highlighted the need for teacher education programs to focus student teacher learning in the field in specific areas such as concentrating on routine procedures in the initial stages of teaching practice, management of classrooms and behaviour management techniques and at a later stage developing skills that cater for individual student needs. The study also emphasised the need to monitor student progress and learning in relation to the sequence in which learning occurs, that is from the routine procedures to the more complex tasks and skills associated with teaching. These issues were addressed in 2004 through the introduction of a 'Focus Days Initiative' in the Bachelor of Teaching Secondary Professional Experience program. This paper describes the development and implementation of this initiative and reports on the responses from student teachers on the value of their 'Focus Days'.