Abstract
This paper documents the results of a mixed method study focussing on staff perceptions of professional experience in the Education faculty of an Australian university. The study takes place in a climate of both legislative and organisational change and the outcomes provide insights into viewpoints of both academic and professional staff understanding of priorities and the purposes of professional experience.The study contributes to the contemporary political discourse and rigorous accountability surrounding professional experience and the role of teacher educators as well as offering potential new insights into the complexity of pre-service teacher preparation in contemporary schools and universities.
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