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Articles 421 - 450 of 1655
Full-Text Articles in Education
Maintaining Global Citizenship Education In Schools: A Challenge For Australian Educators And Schools, John Buchanan, Nina Burridge, Andrew Chodkiewicz
Maintaining Global Citizenship Education In Schools: A Challenge For Australian Educators And Schools, John Buchanan, Nina Burridge, Andrew Chodkiewicz
Australian Journal of Teacher Education
Teaching students about global citizenship remains a critical challenge for schools and communities, especially in a developed country like Australia. With increasingly difficult national and international contexts and its marginal place in the school curriculum, there is an urgent need to help maintain support for global citizenship education. Recognising the challenges and limitations, key ways to raise its profile include considering available pedagogies, drawing on the existing Australian Global Education framework, taking up existing curriculum opportunities, accessing quality educational resources and relevant teacher education programs, and working in partnership with key Non-Government Organisations.
Language Teachers’ Self-Efficacy Beliefs: A Review Of The Literature (2005-2016), Mark Wyatt
Language Teachers’ Self-Efficacy Beliefs: A Review Of The Literature (2005-2016), Mark Wyatt
Australian Journal of Teacher Education
Research into language teachers’ self-efficacy (LTSE) beliefs, a domain-specific branch of research into teachers’ self-efficacy (TSE) beliefs in general education, has emerged in the past 16 years. To date, though, this emergent domain-specific research field has not been described in depth, with most accounts of it summarised very briefly, even in published research that provides empirical data relating to the specific topic of LTSE beliefs. Guided by a synthetic research ethic, this literature review aims to explore the gap. It highlights the characteristics of this LTSE beliefs research field, discussing the methodology employed by various studies that have elicited LTSE …
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Australian Journal of Teacher Education
This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation …
Building Critically Reflective Practice In Higher Education Students: Employing Auto-Ethnography And Educational Connoisseurship In Assessment, Jane Southcott, Renee Crawford
Building Critically Reflective Practice In Higher Education Students: Employing Auto-Ethnography And Educational Connoisseurship In Assessment, Jane Southcott, Renee Crawford
Australian Journal of Teacher Education
This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education? The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a …
Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi
Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi
Australian Journal of Teacher Education
Teacher-mediated classroom assessment might have significant impacts on learners’ academic achievements and teachers’ development. The current study investigated teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To conduct the study and gather the required data, the researchers employed teachers’ assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in …
Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward
Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward
Australian Journal of Teacher Education
Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students’ attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers’ attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers’ attitudes. van Aalderen-Smeets et al.’s (2012) framework, which takes a multidimensional view of attitudes, is used …
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Australian Journal of Teacher Education
This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations …
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Australian Journal of Teacher Education
Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is …
Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans
Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans
Australian Journal of Teacher Education
Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers’ positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers’ attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants’ attitudes towards gifted and talented students, those learning English as a second language …
Trainee Teachers’ Learning About Collective Worship In Primary Schools, Imran Mogra
Trainee Teachers’ Learning About Collective Worship In Primary Schools, Imran Mogra
Australian Journal of Teacher Education
This article gives an account of a qualitative research project which investigated acts of collective worship (hereafter CW) in primary schools through non-participant observations undertaken by second year trainee teachers during one of their placements. The data were gathered from a range of schools across the West Midlands. The findings illustrate structural elements which show a lack of uniformity in terms of the venue and time. Religious leaders, classroom assistants and staff at all levels of responsibility deliver assemblies and CW. The focus of the content is diverse and includes religious and ‘secular’ material and events. Trainees learnt about the …
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Journal of Teacher Education
Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified ‘policy trajectory’ framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy ‘threads’ …
Student Teachers’ Task Perceptions Of Democracy In Their Future Profession – A Critical Discourse Analysis Of Students’ Course Texts, Silvia Edling, Johan Liljestrand
Student Teachers’ Task Perceptions Of Democracy In Their Future Profession – A Critical Discourse Analysis Of Students’ Course Texts, Silvia Edling, Johan Liljestrand
Australian Journal of Teacher Education
The education system is still important for establishing and maintaining democracy in society. In relation to this, it is reasonable to suggest that teachers’ different interpretations of their mission to teach for democracy will influence their teaching practices. The purpose of this paper is to shed light on student teachers’ task perceptions as a dimension of their professional role to teach for democracy in school. An analysis of Swedish student teachers’ course texts written as an assignment during a course focusing on democracy is conducted using critical discourse analysis as an analytical tool. The task perceptions are described according to …
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Australian Journal of Teacher Education
In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers’ fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers’ demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on …
Classroom Ready? Pre-Service Teachers’ Self-Efficacy For Their First Professional Experience Placement, Kang Ma, Michael S. Cavanagh
Classroom Ready? Pre-Service Teachers’ Self-Efficacy For Their First Professional Experience Placement, Kang Ma, Michael S. Cavanagh
Australian Journal of Teacher Education
This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and …
Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas
Effects Of The Instruction With Mathematical Modeling On Pre-Service Mathematics Teachers’ Mathematical Modeling Performance, Gulzade Karaci Yasa, Ilhan Karatas
Australian Journal of Teacher Education
The purpose of the study was to investigate the effects of the instruction with mathematical modeling on pre-service mathematics teachers’ mathematical modeling performance. The participants were 24 pre-service elementary mathematics teachers. A mixed method approach was used to conduct the research. Each week, the participants were given two mathematical modeling problems and solved them as a group. After that, each group shared their solutions with the class so that there was an opportunity to focus on different solution methods. The data was collected via a pre and a post mathematical modeling test. SPSS package program was utilized in order to …
Language-As-Resource: Language Strategies Used By New Zealand Teachers Working In An International Multilingual Setting, Nicola Daly, Sashi Sharma
Language-As-Resource: Language Strategies Used By New Zealand Teachers Working In An International Multilingual Setting, Nicola Daly, Sashi Sharma
Australian Journal of Teacher Education
Research indicates that teachers can face challenges in knowing how to support language learners because they often have minimal training in teaching language learners in mainstream contexts (Martin, 2004; Sharma et al., 2011) and may consider language learners using their home language as detrimental to their learning (Franken & McComish, 2003; Mady & Garbarti, 2014; Planas & Setati-Phakeng, 2014; Winsor, 2007). In this article seven volunteer New Zealand teacher participants in a programme to support teachers with no formal teacher education in India are interviewed concerning the strategies used and observed with Indian colleagues when delivering a teacher support programme. …
Poems Found Among The Resolution Scrapbooks: A Teacher Narrative Inquiry, Cynthia M. Morawski
Poems Found Among The Resolution Scrapbooks: A Teacher Narrative Inquiry, Cynthia M. Morawski
Australian Journal of Teacher Education
Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the …
‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass
Australian Journal of Teacher Education
Arising from the author’s experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with ‘good’ schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of ‘Aboriginal learning style theory’, alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, …
Learning The Words: Supervising Teachers And The Language Of Impact In An Initial Teacher Education Programme, Peter D. Brett, Noleine Fitzallen, Sue Kilpatrick, Chad Morrison, Bronwyn Reynolds, John Kertesz, Megan Quentin-Baxter, Casey Mainsbridge
Learning The Words: Supervising Teachers And The Language Of Impact In An Initial Teacher Education Programme, Peter D. Brett, Noleine Fitzallen, Sue Kilpatrick, Chad Morrison, Bronwyn Reynolds, John Kertesz, Megan Quentin-Baxter, Casey Mainsbridge
Australian Journal of Teacher Education
The language of “impact” has been foregrounded in the recent lexicon of Australian initial teacher education (ITE). How teacher education programmes and supervising teachers identify and assess the impact of pre-service teachers’ work with learners across a professional placement is a pressing issue for ITE providers. This paper reports on qualitative analysis of the language of supervising teachers’ summative assessments of pre-service teachers’ final-year professional experience placements in relation to impact. Analysis of written comments that addressed the Australian Professional Standards for Teachers Graduate Standards revealed that the language of impact is still emerging within the discourse of supervising teachers. …
Implementing An Interactive Reflection Model In Eap: Optimizing Student And Teacher Learning Through Action Research, Hale Kizilcik, Aysegul Daloglu
Implementing An Interactive Reflection Model In Eap: Optimizing Student And Teacher Learning Through Action Research, Hale Kizilcik, Aysegul Daloglu
Australian Journal of Teacher Education
In this article, the authors, a teacher-researcher and an English Language Teaching (ELT) professor, report on a colloborative action research study which investigated how integrating systematic reflection into academic English courses at the tertiary level fostered both teacher and student learning. Using constructivist theory as a framework, they developed an interactive reflection model in which the students and teacher engage in a two-way process of reflection to improve their performance. Through reflective dialogue and reflective writing tasks, students explored their strengths and weaknesses in relation to the tasks they performed. Reflecting with students and on students’ reflections became a journey …
Developing Pre-Service Teacher Professional Capabilities Through Action Research, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, Lloyd Ruz
Developing Pre-Service Teacher Professional Capabilities Through Action Research, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, Lloyd Ruz
Australian Journal of Teacher Education
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 pre-service teachers see the benefit of being able to conduct …
Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison
Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison
Australian Journal of Teacher Education
This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time and presenting it in textbooks is a conflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that the teaching of history in schools is ‘boring’ and irrelevant to their lives. The authors seek a way out of this dilemma in proposing that the teaching of Indigenous history in schools must recognise that Indigenous historical narratives are intimately tied to the ecologies of places – …
An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows
An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows
Australian Journal of Teacher Education
: The purpose of this article is to report on the strategies of secondary mathematics pre-service teachers (PSTs) as they solved conceptually rich problems. Using the Structure of Observed Learning Outcomes by Biggs and C (1982) (SOLO) Taxonomy, 15 PSTs’ solutions (in groups of 3 or 4) were analyzed by a panel of three mathematics educators. In addition, the authors studied questions posed by PSTs during their student teaching experiences through video analysis. Questions were then categorized using Crespo’s criteria of problem posing. Results showed a significant majority of the problems posed were procedural while PSTs own problem solutions showed …
Is It Worth The Effort? Evaluating A Third Generation Research Method For A Third Generation Approach To The First Year Experience In Higher Education, Trevor S. Black, Romina Jamieson-Proctor
Is It Worth The Effort? Evaluating A Third Generation Research Method For A Third Generation Approach To The First Year Experience In Higher Education, Trevor S. Black, Romina Jamieson-Proctor
Australian Journal of Teacher Education
: The first year experience of students studying at higher education institutions has been intensively studied over the past forty years (Nelson & Clarke, 2014). Much has been learnt, but institutions are continuing to face unacceptable levels of student withdrawal. Concerns have been raised that the constructs on which previous studies have been based may be restricting researchers’ efforts to develop a deeper understanding of the first year phenomena (Kahu, 2013). There is strong support for new and creative ways to investigate the lived experience of first year students across their full first year of study. This paper details and …
Teachers Teaching Mindfulness With Children: Being A Mindful Role Model, Nicole J. Albrecht
Teachers Teaching Mindfulness With Children: Being A Mindful Role Model, Nicole J. Albrecht
Australian Journal of Teacher Education
Mindfulness is taking a preeminent role in today’s education system. In the current study the author explored how experienced MindBody Wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis combined with autoethnography was used to interview eight teachers from the United States and Australia teaching children mindfulness. In this article, the author discusses findings related to the theme of Being a Mindful Role Model. Participants, on the whole, felt that someone looking to teach children mindfulness needs first to connect deeply with the practices. They felt this connection was an elemental foundation in becoming a …
'Nobody Is Watching But Everything I Do Is Measured': Teacher Accountability, Learner Agency And The Crisis Of Control., Joanne Dargusch, Jennifer Charteris
'Nobody Is Watching But Everything I Do Is Measured': Teacher Accountability, Learner Agency And The Crisis Of Control., Joanne Dargusch, Jennifer Charteris
Australian Journal of Teacher Education
It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in-school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in …
English Language Teachers’ Conceptions Of Intercultural Empathy And Professional Identity: A Critical Discourse Analysis, Maggie Mcalinden
English Language Teachers’ Conceptions Of Intercultural Empathy And Professional Identity: A Critical Discourse Analysis, Maggie Mcalinden
Australian Journal of Teacher Education
English language teaching is intercultural in nature, and like all human activity, involves emotion and emotional understanding. Empathy is a means through which people can understand and express concern and care for one another. This article focuses on findings from a qualitative study that explored intercultural empathy in a culturally and linguistically diverse educational setting in Australia. A constructivist grounded theory research design was combined with Critical Discourse Analysis to develop theory inductively. An interpretation of the data as Discourse found connections and tensions in participants’ conceptions of themselves as empathic, interculturally effective teachers.
Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes
Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes
Australian Journal of Teacher Education
This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in …
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Australian Journal of Teacher Education
School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of ‘meshworks’, that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017) – specifically the lines of ‘partnership’, ‘partnership understanding’, ‘involvement’, ‘supporting pre-service teachers’, ‘noticing of pre-service teachers’, and ‘impact’. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a …
Inside The Mentors’ Experience: Using Poetic Representation To Examine The Tensions Of Mentoring Pre-Service Teachers., Sharon L. Mcdonough
Inside The Mentors’ Experience: Using Poetic Representation To Examine The Tensions Of Mentoring Pre-Service Teachers., Sharon L. Mcdonough
Australian Journal of Teacher Education
The supervision and mentoring of pre-service teachers during professional experience is complex work that requires a range of skills and capacities. Professional development for this work has traditionally been limited, however, and mentor teachers report experiencing tensions in their work stemming from their roles as both supporter and assessor of pre-service teachers. Despite the central role that mentors play in professional experience, their voices are underrepresented in the literature. In this paper, I draw on interview data to examine teachers’ experiences as mentors and the tensions they experience. I use poetic representation to illuminate the tensions and emotions of …