Learning in Community: The Clinical Teaching Model
The cohort model has been instrumental in sustaining and encouraging me throughout my journey as a trainee teacher. Being surrounded by others moving through the same program and with the same passion for teaching has allowed me to constantly feel encouraged, understood, and supported.
This support has come through simple things, such as little conversations about a tough lesson or deeper discussions around why we teach. Additionally, having consistent access to others who are moving through the same degree and often doing the same units at university has helped marry the school context and the university context through peer discussions which have challenged me to apply academic learning to in-classroom teaching.
“Above all, the friendships formed within my cohort have been the greatest benefit.”
Above all, the friendships formed within my cohort have been the greatest benefit. Being able to laugh and celebrate good times together, mourn the difficult moments, encourage each other and pray for each other has all played a major role in my ability to continue even through the challenging expectations that can come with teaching. I am certain these friendships will continue beyond my traineeship and act as a constant source of encouragement as I navigate the early years of teaching.
Written by Aedan Cowell, a proud graduate of the TSAS program (Cohort of 2023) and now an English teacher at William Clarke Christian College.
The TSAS cohort model offers a supportive community for trainees, helping them grow alongside their peers. Combined with the clinical teaching model, which provides hands-on classroom experience with expert mentors, it ensures trainees are well-prepared for their teaching careers. Learn more about the clinical teaching model here.
