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Australia’s supervising teachers: Motivators and Challenges to Inform Professional Learning

Journal Article


Abstract


  • This paper offers an overview of what motivates and challenges

    Australian supervising teachers to work with preservice teachers in

    their classrooms. In the contemporary Australian context of new

    National Professional Standards for Teachers, a new national curriculum

    and new standards for Initial Teacher Education programs, what

    motivates and challenges supervising teachers becomes a focus for

    professional learning through analysis presented in this paper. Data

    are reported from a national data set that includes 314 responding

    supervising teachers who took the Mentoring Perspectives Inventory

    from 2012–2014. TheMPI data are aggregated in this paper to suggest

    that the wider system of teacher education could benefit from attention

    at various levels of interest to develop the underlying knowledge

    base of supervising teachers and our understanding of how they are

    challenged and motivated in their work with preservice teachers.

Publication Date


  • 2017

Citation


  • Nielsen, W., Mena, J., Clarke, A., O'Shea, S., Hoban, G. & Collins, J. (2017). Australia’s supervising teachers: Motivators and Challenges to Inform Professional Learning. Asia-Pacific Journal of Teacher Education, 45 (4), 346-368.

Scopus Eid


  • 2-s2.0-85016227243

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2922

Number Of Pages


  • 22

Start Page


  • 346

End Page


  • 368

Volume


  • 45

Issue


  • 4

Place Of Publication


  • Australia

Abstract


  • This paper offers an overview of what motivates and challenges

    Australian supervising teachers to work with preservice teachers in

    their classrooms. In the contemporary Australian context of new

    National Professional Standards for Teachers, a new national curriculum

    and new standards for Initial Teacher Education programs, what

    motivates and challenges supervising teachers becomes a focus for

    professional learning through analysis presented in this paper. Data

    are reported from a national data set that includes 314 responding

    supervising teachers who took the Mentoring Perspectives Inventory

    from 2012–2014. TheMPI data are aggregated in this paper to suggest

    that the wider system of teacher education could benefit from attention

    at various levels of interest to develop the underlying knowledge

    base of supervising teachers and our understanding of how they are

    challenged and motivated in their work with preservice teachers.

Publication Date


  • 2017

Citation


  • Nielsen, W., Mena, J., Clarke, A., O'Shea, S., Hoban, G. & Collins, J. (2017). Australia’s supervising teachers: Motivators and Challenges to Inform Professional Learning. Asia-Pacific Journal of Teacher Education, 45 (4), 346-368.

Scopus Eid


  • 2-s2.0-85016227243

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2922

Number Of Pages


  • 22

Start Page


  • 346

End Page


  • 368

Volume


  • 45

Issue


  • 4

Place Of Publication


  • Australia