Australian Journal of Teacher Education
Empowering Pre-service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach towards Mentoring
Positive relationship building between the university and the schools that receive their pre-service teachers are crucial to developing quality educators fit for the teaching profession. This paper presents an overview of a mentor workshop that was introduced by the professional experience unit of a regional university in Australia. The aim of the mentor workshop was to explore classroom teachers’ concerns when supervising pre-service teachers and find ways to better support them in the supervisor role. In addition, different ways and ideas about how to best meet the high (and growing) demand for professional experience placements were explored. Findings suggest that closer relations between university and the schools were warranted to ensure the desired quality of supervision envisaged by all stakeholders. Findings also indicate a strong interest from some classroom teachers in further postgraduate studies in education. This has positive implications for university postgraduate education programs and corollary potential to increase postgraduate intake.
Empowering Pre-service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach towards Mentoring.
Australian Journal of Teacher Education, 38(7).