Abstract
An innovative professional development partnership model between a regional university and a local school: Initial results about the mentee and mentor relationship
Limited research exists examining pre-service teachers’ and supervising teachers’ experiences of shared professional development and the relationship that exists with the host university from a regional Australian perspective. Research suggests that the university-school partnership is a significant aspect for teacher education students’ professional and individual development. It is important for both supervising teachers and initial teacher education students to develop a shared understanding of the expectations of student participation in professional experience.
Research has documented the difficulties in staffing and retaining experienced teaching staff in regional schools, and the attrition rate of early career teachers. Further, research suggests that best practice professional experience should include a focus on professional development, effective information and communication, a professional commitment, clear expectations, fair and ethical practice, and sound professional judgement.
This research reports on one aspect of an innovative partnership between a regional university and a regional school where the partnership encouraged collaborative professional development for supervising and pre-service teachers. This collaboration has potential to build both the mentoring capabilities of the supervising teacher, and the classroom readiness of the pre-service teacher.
This presentation will focus on the mentoring relationships between mentor teachers and pre-service teachers, both from mentor and mentee perspectives, giving voice to this important relationship. At this critical juncture, with the release of the TEEP report, implications both for the readiness of practicing teachers to provide appropriate mentoring support to pre-service teachers, and the classroom readiness of preservice teachers will be examined.
The project utilises a mixed methods approach. Qualitative interview data explores the mentoring relationship in detail. For this presentation, initial quantitative data from surveys will be used to gain an understanding of
• attitudes and information about professional development needs,
• the impact of mentoring relationships, both from mentor and mentee perspectives
Early findings suggest that in attending collaborative professional development sessions, practicing teachers are more prepared to provide appropriate mentoring support for pre-service teachers, and pre-service teachers have benefited from being able to see the direct application of the professional development within the classrooms in which they are working.
With the emerging benefits from collaborative professional development within this small rural community, the expansion of the program to include a wider local network of schools could prove beneficial. Potentially, this research may have positive impacts on the retention and development of early career teachers once they enter the profession.
Limited research exists examining pre-service teachers’ and supervising teachers’ experiences of shared professional development and the relationship that exists with the host university from a regional Australian perspective. Research suggests that the university-school partnership is a significant aspect for teacher education students’ professional and individual development. It is important for both supervising teachers and initial teacher education students to develop a shared understanding of the expectations of student participation in professional experience.
Research has documented the difficulties in staffing and retaining experienced teaching staff in regional schools, and the attrition rate of early career teachers. Further, research suggests that best practice professional experience should include a focus on professional development, effective information and communication, a professional commitment, clear expectations, fair and ethical practice, and sound professional judgement.
This research reports on one aspect of an innovative partnership between a regional university and a regional school where the partnership encouraged collaborative professional development for supervising and pre-service teachers. This collaboration has potential to build both the mentoring capabilities of the supervising teacher, and the classroom readiness of the pre-service teacher.
This presentation will focus on the mentoring relationships between mentor teachers and pre-service teachers, both from mentor and mentee perspectives, giving voice to this important relationship. At this critical juncture, with the release of the TEEP report, implications both for the readiness of practicing teachers to provide appropriate mentoring support to pre-service teachers, and the classroom readiness of preservice teachers will be examined.
The project utilises a mixed methods approach. Qualitative interview data explores the mentoring relationship in detail. For this presentation, initial quantitative data from surveys will be used to gain an understanding of
• attitudes and information about professional development needs,
• the impact of mentoring relationships, both from mentor and mentee perspectives
Early findings suggest that in attending collaborative professional development sessions, practicing teachers are more prepared to provide appropriate mentoring support for pre-service teachers, and pre-service teachers have benefited from being able to see the direct application of the professional development within the classrooms in which they are working.
With the emerging benefits from collaborative professional development within this small rural community, the expansion of the program to include a wider local network of schools could prove beneficial. Potentially, this research may have positive impacts on the retention and development of early career teachers once they enter the profession.
Original language | English |
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Publication status | Published - 29 Nov 2023 |
Event | Australian Association of Research in Education (AARE) Conference 2023: AARE 2023 - University of Melbourne, Melbourne, Australia Duration: 26 Nov 2023 → 30 Nov 2023 https://aare.edu.au/ https://www.xcdsystem.com/aare/program/PJRPyvc/index.cfm?pgid=2998&RunRemoveSessionFilter=1 (Program) https://ieaa.org.au/IEAA/IEAA/Events/External-Event.aspx?EventKey=EXT261123#:~:text=The%20Australian%20Association%20for%20Research,at%20The%20University%20of%20Melbourne.&text=We%20look%20forward%20to%20welcoming,by%20the%20University%20of%20Melbourne. |
Conference
Conference | Australian Association of Research in Education (AARE) Conference 2023 |
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Abbreviated title | Truth, Voice, Place: Critical junctures for educational research |
Country/Territory | Australia |
City | Melbourne |
Period | 26/11/23 → 30/11/23 |
Other | NOTE FROM THE CONFERENCE CHAIR We look forward to welcoming you to the AARE 2023 Conference hosted by the University of Melbourne. The theme of the conference this year is Truth, Voice, Place: Critical junctures for educational research. We invite education researchers to explore critical junctures in the field. We are excited to bring together a diverse community of scholars to engage in meaningful discussions and exchange ideas on the pressing issues facing education research today. As you will see in the Call for Papers, one immediate context for the conference theme is the upcoming referendum on recognising Aboriginal and Torres Strait Islander peoples in the Australian Constitution. This represents one of the many critical junctures facing educational researchers today, both locally and internationally. The conference aims to provide a welcome forum for scholars to discuss the implications of this historic moment, alongside the intersection of education research with broader local and global change. We welcome submissions from education researchers across all areas of the field, including curriculum, policy, pedagogy, assessment, and leadership. We hope that the conference will provide opportunities for transformation, new possibilities, and new collaborations. |
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