Early career professional socialisation through mentoring and induction: win or no win?
The symposium will draw together three perspectives from Australian academics who have spent the past five years researching and engaging with the reconceptualisation of teacher education from entry into the teaching profession, through to the early years of induction into the teaching workforce. The papers drawing from small-scale qualitative designs illustrate the disparity and tensions between the goals of teacher professional standards, initial teacher education and what occurs in practice. Three papers will be presented. This symposium is complementary to and further supports recent international and Australian research by prominent researchers in the field of initial teacher education and induction and mentoring (see Feiman-Nemser, 2001; Ingersoll & Smith 2004; Wang, Odell & Schwille 2008; Richardson & Watt 2006; Martinez 2004; Moore-Johnson & Kados 2002; Cochran-Smith & Zeichner 2005; Devos, A 2008). Three issues - teacher identity,
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