Student motivation and engagement are crucial in senior school years when students are required to make important decisions about their future pursuits of education and career choices. The purpose of this study was to comprehensively examine the factor structure of student motivation and the associations among the motivational constructs at three time points (Year 10 (N=537); Year 11 (N=383) and Year 12 (N=299). Students from four non-government senior high schools completed the Student Motivation and Engagement Scale (Martin, 2007) in the second semester of the school year for three years. The results showed that student motivation is complex and multifaceted. A range of core motivational theories was needed to explain the network of associations among the facets of motivation. The 11-factor structure of motivation and engagement was identified at all three time-points consistent with Martin's findings (2007). Adaptive cognitions and behaviors showed positive correlations with each other and mostly negative associations with maladaptive cognitions and behaviors. The findings have valuable practical implications for those wanting to support learning experiences of students, especially in the final years of schooling.

The field of teacher education has been evolving for several decades, and current approaches to teacher education aim to prepare preservice-teachers to teach diverse populations and develop a range of skills, dispositions, and attributes. Emerging models of teacher preparation recognize the disconnect that has occurred between theory and practice, as opposed to developing student teacher skills and knowledge of learning processes as they occur in both formal and informal settings. The current focus, teacher education (“training” is now a pejorative term) signals a significant shift in the field over the last three or four decades. Increasingly, there is a recognition that new teachers need theoretical, technological, content, and pedagogical knowledge skills to manage the realities of the 21st-century digital classroom and the capacity to connect theory to practice. There is a growing emphasis internationally on the need to create effective and systemic school-university partnerships to prepare teachers for the profession. The focus of the chapter is to outline the features of successful models of teacher education in Finland and Singapore and to highlight the value of an Australian partnership model that is school-based while bridging the theory-practice divide.

The field of teacher education has been evolving for several decades, and current approaches to teacher education aim to prepare preservice-teachers to teach diverse populations and develop a range of skills, dispositions, and attributes. Emerging models of teacher preparation recognize the disconnect that has occurred between theory and practice, as opposed to developing student teacher skills and knowledge of learning processes as they occur in both formal and informal settings. The current focus, teacher education (“training” is now a pejorative term) signals a significant shift in the field over the last three or four decades. Increasingly, there is a recognition that new teachers need theoretical, technological, content, and pedagogical knowledge skills to manage the realities of the 21st-century digital classroom and the capacity to connect theory to practice. There is a growing emphasis internationally on the need to create effective and systemic school-university partnerships to prepare teachers for the profession. The focus of the chapter is to outline the features of successful models of teacher education in Finland and Singapore and to highlight the value of an Australian partnership model that is school-based while bridging the theory-practice divide.

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