• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Project Evidence: Responding to the changing professional learning needs of mentors in initial teacher education

    Thumbnail
    View/Open
    AllenPUB3755.pdf (334.3Kb)
    File version
    Version of Record (VoR)
    Author(s)
    Allen, Jeanne Maree
    Sim, Cheryl
    White, Simone
    Griffith University Author(s)
    Sim, Cheryl R.
    Allen, Jeanne M.
    Year published
    2017
    Metadata
    Show full item record
    Abstract
    This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of Project Evidence, an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their ...
    View more >
    This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of Project Evidence, an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their changing work practices within the policy imperative to build effective school-university partnerships in teacher education. Within this context, we discuss the ways in which Project Evidence has attempted to (re)position the emphasis of the work of the mentor teacher away from the dual role of assessor and supervisor to encompass their own professional learning.
    View less >
    Journal Title
    Australian Journal of Teacher Education
    Volume
    42
    Issue
    7
    DOI
    https://doi.org/10.14221/ajte.2017v42n7.2
    Copyright Statement
    © The Author(s) 2017. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].
    Subject
    Teacher Education and Professional Development of Educators
    Education
    Publication URI
    http://hdl.handle.net/10072/344131
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander