Through a series of semi-structured interviews
conducted in Australia, as part of another project, this
paper investigates the degree to which changes in
teaching and learning practices are actually introduced
into the classroom by teachers who have been on an
industry placement. As an industry placement is a
form of situated learning in a workplace context [2],
the discussion is framed around Wenger’s (1998) three
dimension of learning within a community of practice:
Joint Enterprise, Mutual Engagement and Shared
Repertoire of Knowledge [3]. The paper reports that there are significant institutional barriers in the implementation of changes
in teaching and learning practices post an industry
placement experience.