Educating Future Teachers: Innovative Perspectives in Professional Experience

Dr Jeana Kriewaldt is the Academic Lead for Professional Experience at The University of Melbourne, Australia. Researching in teacher education, Jeana specialises in preservice teacher education and is currently investigating approaches that improve the quality of teacher practice and teacher candidate preparation, including the effects of multi-source feedback on the development of teacher professional judgment.Dr Angelina Ambrosetti is the Head of Course at the School of Education and the Arts at Central Queensland University, Australia. Her research interests focus on professional experience, and she has a specific interest in mentoring relationships that occur between preservice and classroom teachers. Angelina’s doctoral research investigated mentoring in the preservice teacher context and, in particular, examined the use of alternative mentoring models to create a reconceptualisation of mentoring in initial teacher education.Dr Doreen Rorrison is an adjunct lecturer at Charles Sturt University, Australia and a visiting research fellow at the University of Adelaide, South Australia. She has taught/researched in secondary, primary and tertiary education in four Australian states, Canada and Sweden. Her research focuses on agency and quality learning for preservice teachers using narrative and voiced research primarily based on critical theory for analysis. Doreen is the co-editor of “A Practicum Turn in Teacher Education” and co-convenor of the International Practicum Network.Ros Capeness has enjoyed a 40-year career in education across a range of roles and contexts in schools, universities and government departments. She has taught art, English and Japanese, designed curricula, and managed national and state education taskforces, teacher education reviews and educational research projects. Ros is now the Manager, Accreditation and Professional Standards at the Queensland College of Teachers, Australia, the teacher registration regulatory authority in Queensland.

• ​Chapter 1. Introduction.- Researching Innovative Perspectives in Professional Experience.- Part I: Partnership arrangements and creating new learning spaces.- Chapter 2. Exploring the Australian teacher education 'partnership' policy landscape: Four case studies.- Chapter 3. Theorising the third space of professional experience partnerships.- Chapter 4. Exploring Cogenerativity in Initial Teacher Education School-University Partnerships using the Methodology of Metalogue.- Chapter 5. Boundary Objects and Brokers in Professional Experience: an Activity Theory Analysis.- Part II: Guiding, Supporting and Mentoring.- Chapter 6. Distinguishing Spaces of Mentoring: Mentoring as Praxis.- Chapter 7. Reconsidering the Communicative Space: Learning to Be.- Chapter 8. Raising the Quality of Praxis in Online Mentoring.- Part III: Enabling Dialogues.- Chapter 9. Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations in Professional Experience.- Chapter 10. Fostering Professional Learning through Evidence-Informed Mentoring Dialogues in School Settings.- Part IV: Reframing Professional Practice.- Chapter 11. Professional Experience and Project-Based Learning as Service Learning.- Chapter 12. Immersion Programs in Australia: Exploring Four Models for Developing ‘Classroom Ready’ Teachers.- Chapter 13. Paired Placements in Intensified School and University Environments: Advantages and Barriers.- Chapter 14. Educating Future Teachers: Insights, Conclusions and Challenges.