Reimagining the Role of Mentor Teachers in Professional Experience: Moving to I as Fellow Teacher Educator

Autor/inn/en	Grimmett, Helen; Forgasz, Rachel; Williams, Judy; White, Simone
Titel	Reimagining the Role of Mentor Teachers in Professional Experience: Moving to I as Fellow Teacher Educator
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 4, S.340-353 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grimmett, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1437391
Schlagwörter	Mentors; Teacher Educators; Foreign Countries; Preservice Teacher Education; Partnerships in Education; Professional Identity; Preservice Teachers; Faculty Development; College School Cooperation; Teaching Experience; Australia + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudiengang; Hochschulpartnerschaft; Australien
Abstract	New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers' university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01