Mentoring practices and relationships during the EAL practicum in Australia: contrasting narratives

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

1 Citation (Scopus)


While new regimes of accreditation have sought to standardise the length of pre-service teachers’ professional experience placements across jurisdictions, the nature and quality of those placements continue to vary greatly from setting to setting. Research into generic mentoring situations has identified mentor-mentee relationships and the quality of feedback provided by school-based mentors as key factors mediating the experiences of pre-service teachers during their practicum. However, research into mentoring in particular disciplines is uneven. This chapter uses narrative-based case studies to investigate contrasting experiences of two secondary pre-service EAL teachers and theirmentor teachers during their practicums in Victoria, Australia. The study identifies particular mentoring practices and relational work evident during the pre-service teachers’ practicums and shows how these practices contributed to or hindered their professional learning and identity development during that practicum.

Original languageEnglish
Title of host publicationRe-Imagining Professional Experience in Initial Teacher Education
Subtitle of host publicationNarratives of Learning
EditorsAngela Fitzgerald, Graham Parr, Judy Williams
Place of PublicationSingapore
Number of pages19
ISBN (Electronic)9789811308154
ISBN (Print)9789811308147
Publication statusPublished - 1 Jul 2018

Cite this