Empowering Pre-service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach towards Mentoring

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

“…Thus, the observation professional experience can be problematic for teacher education students not only in terms of the modelling they observe, but also the disconnect between the teacher education programmes and the supervision that is given to teacher education students. For instance, in practicing teachers' perceived adequacy of preparation for roles of mentoring and supervising student teachers (Uusimaki, 2013).…”

Co-operating Teachers, School Placement and the Implications for Quality

“…Pomerance & Walsh (2011) noted that, the selection of cooperating teachers is largely determined by schools without any considerations given to compatibility among student teacher, subject matter, and co-operating teacher. Many cooperating teachers feel that they are inadequately prepared in their roles to mentor and supervise student teachers (Uusimaki, 2013). However these co-operating teachers spend a considerable amount of time supporting and providing feedback and direction to student teachers (Beck and Kosnik, 2010).…”

“…Student teachers' professional learning is most effective when the philosophy and practices of the host school aligns with the goals of the teacher preparation programme. Securing quality placements however is dependent on the relationship between key personnel in the university and schools (Uusimaki 2013).…”

Something Always Works: A Self-Study of Strengths-based Coaching in Supervision

“…Mentoring has been considered a major component in teacher education programs, requiring collaboration between university teacher educators, school supervisors, and pre-service teachers (He, 2009). Considered a complex task, mentoring involves the modeling of effective teaching practices, the fostering of reflective practice, the providing of support and other components (Crasborn, Hennisson, Brouwer, Korthagen, & Bergen, 2008;Geen, 2002;Uusimaki, 2013). Though the apprenticeship model has been traditionally used, variousmentoring models have emerged to help teachers succeed and remain in the profession, including those aimed at emotional support and developing qualities such as resilience and self-efficacy (Hawkey, 2006;He, 2009;Schwille, 2008).…”

“…supervisors, mentor teachers) in applying specific approaches, strategies, and techniques in field-based experiences. As an emerging university supervisor, I played a critical role, as scholars argue (Burns and Badiali 2015;Uusimaki, 2013), in helping pre-service teachers (PSTs) develop identity and develop professionally. I sought to study ways in which I might enact strengths-based practices with PSTs in the field.…”