. The aim of the project was to contribute to learning in education internships through the use of a mentoring model. Learning materials comprising a video and workbook were developed, and trialed with teachers and students preparing for the 1997 QUT internship programme. The effects of the learning materials on participants' understanding of mentoring functions and roles, as well as their conceptions of themselves as mentor partners, were examined. The impact of the learning materials on participants' experience during the 1997 QUT internship programme at QUT was also explored. Results suggest that mentoring is a valuable means for professional development for both experienced and beginning teachers.
In recent years there has been concern about the equitable provision of education services across metropolitan and rural areas in Australia (Lunn 1997). In particular, much of the debate has revolved around the allocation and distribution of educational and community based resources and the extent to which they hnpact on the lives of teachers living aud working in geographicaliy isolated in areas. Recent political and social debate has highlighted a perceived disenfranchisement and marginalisation of rural and remote community which may be reflected in students learning outcomes in these areas. In this paper we examine two aspects of this debate. Firstly, what issues do local community members highlight as needing to be addressed, in terms of preparing, attracting and retaining teachers for teaching positions in rural and remote areas. Secondly, how can pre-service education courses incorporate the perceived needs of the local community into current programs. In particular, we examine the trial of a mentor/internship program underway at Queensland University of Technology. The program aims to develop partnerships between schools, university, education departments and local communities to better prepare beginning teachers for the particular needs of the rural community.
Internships have been explored as potentially valuable routes for extending teacher education. However, the ways in which the beliefs, values and attitudes (platform) of the mentor interacting with that of the associate teacher shape the internship, have not been investigated. Even though particular emphasis here is on the role of the mentor, because mentors are in the situation of working with many associate teachers, the platforms of both mentors and associates were considered as important in constructing the professional learning environment and the outcomes of professional development achieved. The platform, which is the basis of practice, is therefore also nominated here as a mindset. As the mentoring mindset is rarely explicit then the mentoring practice often is a revelation. These concepts are illustrated through the use of cases and conclusions drawn regarding the constructivist perspective of the mentoring mindset.
This paper reports on a collaborative project which aims to improve the preparation of preservice teachers for teaching in rural and remote schools. Queensland University of Technology (QUT) has joined with Education Queensland, Priority Country Area Program (PCAP), the Queensland Teachers' Union (QTU) and the Board of Teacher Registration (BTR) to trial an internship for 4th year Bachelor of Education students in isolated schools in Queensland. The ultimate goal of the project is to improve the quality of teaching and learning in remote and isolated areas. The project will trial the use of a mentor/intern model of professional development where students and teachers work together over a six week period and share a normal teaching work load. Experienced teachers will be given the opportunity to work closely with student teachers nearing the end of the pre-service program while the student teachers will gain from the experience of teachers familiar with special needs of schools in these communities.
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