Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity - Softcover

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Associate Professor Matthew Winslade is the Associate Head of Education, (Workplace Learning and Partnerships) for the Faculty of Arts and Education at Charles Sturt University, Australia. Matt has a strong educational background with over twenty years of teaching experience. Prior to moving into the tertiary sector, he was both Head Teacher in the state system and Director of Sport in the Association of Independent Schools. Matt has been awarded an Australian Council of Deans of Education award through the Australian Association for Research in Education and has received a citation for outstanding contribution to student learning. 

Associate Professor Tony Loughland is Academic Director of Professional Experience in the School of Education at the University of New South Wales, Australia. Tony is an experienced educator who likes to work from practice to theory and back again. His research interests lie in teacher professional learning across the continuum from graduate tolead teacher. Tony currently leads a project investigating the feasibility of a responsive, needs-based staffing system for New South Wales. He has an extensive publication and practice track record in work-integrated learning in teacher education.

Michelle J. Eady is Associate Professor in the School of Education at the University of Wollongong, Australia. Michelle has been awarded an Australian Office of Teaching and Learning (OLT) teaching excellence citation. Her current research focuses on the Scholarship of Teacher and learning (SOTL), particularly the preparation of quality primary school teacher through work-integrated learning (WIL) opportunities. Michelle is Passionate Advocate for WIL and is currently developing a working framework to assist universities and their partners to work together to build the professional competencies of students. 

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This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.