Supporting transitions from student to professional: A mentoring case study from early childhood education
Ailwood, Joanne, Black, Alison L., Ewing, Bronwyn F., Heirdsfield, Ann M., Meehan, Catherine J., Thomas, Louise M., Walker, Sue, & Walsh, Kerryann M. (2006) Supporting transitions from student to professional: A mentoring case study from early childhood education. In Rienstra, Gail & Gonczi, Andrew (Eds.) Entry to the teaching profession: Preparation, practice, pressure and professionalism. Australian College of Educators, Deakin West A.C.T., pp. 48-55.
Transitions are inevitable in professional practice. In the context of adult learning, transitions are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance. The impetus for this mentoring project arose from staff discussions around the delivery of final year units in QUT's reconceptualised Bachelor of Education(Early Childhood). As the first cohort in the new course were about to begin their final year of study, we saw advantages in preparing students for teaching and learning using principles and practices underpinning transitions - valuing notions such as dilemmas, loss, identities, uncertainty, professional resilience and sense-making. This chapter reflects on this mentoring and transition project.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author. Author contact details : firstname.lastname@example.org|
|Keywords:||teacher education, early childhood, transitions, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 Australian College of Educators|
|Deposited On:||22 Feb 2007 00:00|
|Last Modified:||27 Oct 2014 04:56|
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