Mentoring practices and relationships during the EAL practicum in Australia

contrasting narratives

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

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). Singapore: Springer. https://doi.org/10.1007/978-981-13-0815-4_6
Nguyen, Minh Hue ; Parr, Graham. / Mentoring practices and relationships during the EAL practicum in Australia : contrasting narratives. Re-Imagining Professional Experience in Initial Teacher Education: Narratives of Learning. editor / Angela Fitzgerald ; Graham Parr ; Judy Williams. Singapore : Springer, 2018. pp. 87-105
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Nguyen, MH & 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. Springer, Singapore, pp. 87-105. https://doi.org/10.1007/978-981-13-0815-4_6

Mentoring practices and relationships during the EAL practicum in Australia : contrasting narratives. / Nguyen, Minh Hue; Parr, Graham.

Re-Imagining Professional Experience in Initial Teacher Education: Narratives of Learning. ed. / Angela Fitzgerald; Graham Parr; Judy Williams. Singapore : Springer, 2018. p. 87-105.

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

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