Paper Title
The Development Of Preservice Teachers’ Philosophy Of Teaching Through A School-Based Immersion Pathway

The development of preservice teachers’ philosophy of teaching during school-based immersion was explored through an interpretivist case study and conducted via a doctoral study which involved an exploration of the development of preservice teachers’ professional practice and identity. The experiences of six preservice teachers who participated in the immersion pathway in Australia were tracked by the researcher over a year-long period.Findings suggested that each of the preservice teachers appeared to perceive themselves as a teacher, no longer a university student, and they had developed a strong sense of alignment with the teaching profession.Additionally, the researcher found that the preservice teachers were able to explain their developing philosophy of teaching and connect their beliefs to their future as teaching professionals. Keywords - Immersion pathway, Philosophy of Teaching, Preservice teachers, Professional identity