This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE).
This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools.
The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8).
The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching.
Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centered focus by the beginning teachers.
Participants’ responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions.
However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions.
This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching.