Defining work-integrated learning in initial teacher education
Bibliographic Data
| ID | 21694697 |
|---|---|
| Authors | Nakar (0000-0001-7245-1669, Griffith University, corresponding author), Sorrel Penn‐Edwards (0000-0002-5283-7529, Griffith University), Eunjae Park (0000-0001-9552-1228, Griffith University) |
| Year | 2025 |
| Volume | 53 |
| Issue | 5 |
| Pages | 521-542 |
| Publication date | 2025-10-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia-Pacific Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 1359-866X • E-ISSN: 1469-2945 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1359866x.2025.2562574 |
| OpenAlex | W4414363172 |
| Language | EN |
| References cited | 28 |
Work-integrated learning in initial teacher education has gained significant attention in universities, often equated with mandatory classroom professional experience. This systematic literature review examines the conceptualisation of work-integrated learning and its implementation in initial teacher education programs over the past decade, addressing the need for clear explanations, practical strategies, and resource rationalisation for its incorporation. Analysis of 18 peer-reviewed articles from five countries reveals varied definitions of work-integrated learning across sectors and a predominant focus on professional experience in initial teacher education, with limited attention to wider professional experience. While traditional practicums remain valuable, there is growing emphasis on preparing pre-service teachers for modern education complexities through diverse work-integrated learning experiences. The review identifies research gaps, including limited exploration of academic and stakeholder perspectives, as well as geographical bias towards South Africa and Australia. It highlights the need for diverse research methodologies, international perspectives, and longitudinal studies to understand the impact of innovative work-integrated learning approaches on teacher effectiveness and retention. While this review is limited to English-language literature, which may exclude valuable perspectives from non-English-speaking educational contexts, findings have significant implications for initial teacher education program development and for future research directions, particularly in expanding work-integrated learning beyond traditional practicum experiences
Experiential learning · Higher education · Qualitative research · Teacher education · Higher Education and Employability · Teacher Education and Leadership Studies · Vocational and Entrepreneurial Education
Revealing the Invisible
Enabling Praxis
Teacher well-being
Prisma-S
The PRISMA 2020 statement
Thematic Analysis
The reflective practitioner
Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0)
Professionalism and teacher education in Australia and England
High-quality practicum – according to teacher education students on their practicum at partnership schools
Teacher stress and burnout in Australia
Reconsidering research on teachers’ professional identity
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Discourses of teacher quality in the Australian print media 2014-2017
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |