Author Identifier (ORCID)

Madlen Griffiths: https://orcid.org/0000-0002-2712-2767

Mandie Shean: https://orcid.org/0000-0003-2744-9222

Abstract

Professional experience is the training ground for preservice teachers, where they apply what they have learned at university, in the reality of the classroom setting. Our article investigates the contribution of university supervisors to preservice teacher learning, from the perspective of both groups. This qualitative study gathered data from interviews with 28 preservice teachers and supervisors. Findings highlighted the complexity of the task assigned to supervisors, and the distinctive role that they play in the preservice teachers’ learning. This study offers a model of supervision drawn from the voices of these two key stakeholders that is underpinned by theory and the national, prescribed standards for teaching, and which articulates the individual tasks of supervision and the interrelated nature of the work with each of these stakeholders.

Document Type

Journal Article

Date of Publication

1-1-2025

Volume

35

Issue

4

Publication Title

Issues in Educational Research

Publisher

Western Australian Institute for Educational Research

School

School of Education

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

Comments

Griffiths, M., & Shean, M. (2025). Professional experience in initial teacher education: Integrating standards, supervisors and mentor teachers. Issues in Educational Research, 35(4), 1529-1548. https://www.iier.org.au/iier35/griffiths-abs.html

First Page

1529

Last Page

1548

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