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

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Abstract

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
PublisherSpringer
Chapter6
Pages87-105
Number of pages19
ISBN (Electronic)9789811308154
ISBN (Print)9789811308147
DOIs
Publication statusPublished - 1 Jul 2018

Cite this

Nguyen, M. H., & Parr, G. (2018). Mentoring practices and relationships during the EAL practicum in Australia: contrasting narratives. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-Imagining Professional Experience in Initial Teacher Education: Narratives of Learning (pp. 87-105). Springer. https://doi.org/10.1007/978-981-13-0815-4_6