Australian Journal of Teacher Education
Keywords
Mentoring, professional experience, school partnerships
Abstract
Mentoring is essential for equipping beginner teachers with the skills to navigate the complexities of the classroom. It is paramount to any teacher education program, particularly in relation to learning the practical skills of teaching during placement. This current research presents a case study of a living model of professional learning undertaken within a practicum setting. It introduces a ‘RAISS’ model of professional learning in mentoring, which incorporates relevant, agile, impactful, sustainable and scalable activities that maximise learning for all stakeholders. This case study sheds insight into two pilot deliveries of a mentoring program that can be adopted by other initial education providers and schools to support the development of teachers across all career stages.
Was this research funded?
No, research was not funded
Recommended Citation
Yoo, J., Kohlhoff, P., Moore, C., & Rowley, S. (2026). 'Raissing’ Teacher Practice: A Case Study of a Living Model of Professional Learning In Mentoring Pre-Service Teachers. Australian Journal of Teacher Education, 51(2). https://doi.org/10.14221/1835-517X.6921
Included in
Other Teacher Education and Professional Development Commons, Secondary Education Commons