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DOI

10.14221/ajte.1993v18n2.5

Abstract

This paper describes a number of special features of the school based internship program which has been developed at the University of New England (Northern Rivers). Arrangements are described for interns' time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns' practice, and approaches to integrate their practice with university studies. Processes of appraisal of interns' development are explained, and the potential of mentoring for their teachers' professional development is examined.

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Link to publisher version (DOI)

10.14221/ajte.1993v18n2.5