There is a growing interest in pre-service teacher education programs on how to maximise the learning benefits of professional experience. This study attempts to discover how action research can be used as a vehicle to bridge the divide between theory and practice and to support pre-service teachers in the development of authentic professional knowledge. In this paper, we share the experiences of four pre-service teachers who undertook an action research study whilst on a ten-week professional experience placement in an Australian High School. The findings of the study indicate that preservice teachers see the benefit of being able to conduct an authentic study not only in terms of developing research skills, but also in order to reflect upon their strengths and areas of development in their own teaching. We argue that with a growing attentiveness to raising accountability across the sector, this approach prepares pre-service teachers for the Teacher Performance Assessment and the classroom.

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Over the past ten years, universities and other tertiary level institutions have seen a considerable increase in student enrolment. This has led to larger class sizes both in the lecture hall and tutorial classroom. Research has indicated that larger classes at the tertiary level have not only burdened teaching staff, but have also led to student disengagement in the lecture hall. Students, new to university life, have been found to be particularly unprepared for this type of learning environment. This project explores the shared understanding of how to create a sense of community in large class sizes within a School of Education. Three academics formed a partnership in an effort to share techniques that actively created a sense of community in lecture halls of over 200 students. This research is relevant not only in highlighting this problem, but in the sharing of recommendations and suggestions for large group teaching.