Integration of Academic Units and School Experiences

Abstract

ABSTRACT This paper addresses the issue of the extent to which students’ experiences on their school‐based practical experiences are integrated with the academic units studied at University in the Graduate Diploma in Education course at the University of New England, Armidale. It also presents a report of any changes in participants’ perceptions of this potential cross‐fertilisation over the 12 month period as a result of a collaborative project involving primary, secondary and tertiary educators. The participants were tertiary educators from the University of New England, secondary and primary educators from the Armidale district schools and students undertaking the Graduate Diploma of Education. Data was collected by using survey questionnaires, interviews, focus, group sessions, observations of group discussions and reflective journal submissions. The aim of this part of the study was to gauge if there was a change in perceptions of integration between the content of academic units and the practical experiences. These changes in perceptions were attributed to the fact that involvement in the project meant that participants freely exchanged knowledge and understanding and were collectively responsible for evaluating and formulating new structures as they worked towards a common goal, i.e. a revised, more integrated Graduate Diploma in Education. Evidence for changes in perceptions was sought as the data were collected between the outset and conclusion of the project.