Government reports on teaching and teacher education emphasise the need for continuous critical reflection on teaching practices by preservice teachers as well as practicing teachers. While universities have a responsibility to provide explicit instruction in critical reflection, preservice teachers also require guidance by experienced teachers. This article reports on a case study of an experienced teacher mentor and her preservice teacher during a practicum experience. The preservice teacher, Amy, was in her second year of a Bachelor of Education Primary degree at a satellite campus of a large Australian university. The study focused on her first field experience, with a year 2 class at a school situated in a low socio-economic area of Queensland. Amy's mentor, Gina, had 20 years teaching experience in seven different primary schools. The study showed how a mentor who models reflective practices to a mentee and facilitates opportunities for the mentee's reflections is likely to influence the mentee's pedagogical development.
The pressing economic imperatives behind the BER should be acknowledged, but the BER's benefits for the community will only be realised once further measures are put in place – Journal of Educational Administration and History.
The authors examine claims made for and against the value of imposing external tests, or other hurdles, as requirements for attaining a secondary education certificate – Australian Journal of Education.