Resource information
These Guidelines supplement the Accreditation Standards and Procedures and support a consistent national approach to professional experience, while acknowledging that different settings will require flexibility. The Guidelines are designed to clarify roles and responsibilities, improve consistency, and reduce administrative burden for ITE providers, education systems, schools, early childhood settings and teacher regulatory authorities.
Professional experience is a key part of initial teacher education (ITE). When ITE students have a high-quality professional experience, they are more likely to stay in the profession.
The Australian Professional Experience Guidelines outline:
- the significance of professional experience
- what makes high-quality professional experience
- how ITE providers and learning environments can build partnerships
- culturally responsive practices.
Related documents
Collections this resource is featured in
Frequently asked questions
The guidelines were developed by AITSL to supplement the Accreditation Standards and Procedures and support a consistent national approach to professional experience, acknowledging that different settings need flexibility.
The Strong Beginnings Report of the Teacher Education Expert Panel (TEEP report) recommended the development of national guidelines to provide clear expectations and advice for consistent high-quality professional experience, building on the existing resources already being used in some jurisdictions.
Evidence shows that high-quality professional experience means ITE students are more likely to complete ITE, make a successful transition to teaching and stay in teaching for the long term.
High-quality professional experience is underpinned by well-structured programs, ongoing collaboration between key stakeholders, effective communication and support for pre-service teachers and their wellbeing.
