This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school–university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as “ noticing ” (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale–close up research in teacher education.
"A Partnership in Induction and Mentoring: Noticing How we Improve Our Practice,"
Australian Journal of Teacher Education: Vol. 35
, Article 4.
Available at: https://ro.ecu.edu.au/ajte/vol35/iss7/4