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Cited by 39Teacher Education and Leadership StudiesTeacher Education and AssessmentsTeacher Professional Development and Motivation

The DOI matches its Crossref record; 27 of the 28 references it cites were found in a registry or an index.

School Co-ordinators: Leaders of Learning in Professional Experience

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Le Cornu, Rosie J·2012·Australian Journal of Teacher Education
DOI 10.14221/ajte.2012v37n3.5
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Abstract

It is widely accepted that professional experience or practicum is ‘a critically important part of teacher education courses and is consistently valued highly by student teachers’ (eg Ramsey, 2000; Teaching Australia, 2006; Parliament of Australia, 2007). In Australia and overseas there is a growing emphasis on teacher educators working in partnership with schools to construct professional experiences that maximise student teacher engagement and learning (Parliament of Australia, 2007). The literature on professional experience in pre-service teacher education provides varied and detailed accounts of the roles of the Pre-service Teacher, the Mentor Teacher and the University Mentor (see for example, Gaffey & Dobbins, 1996; Guyton & McIntyre, 1990; Zeichner, 1999). However the School based Professional Experience Co-ordinator, usually the principal or deputy principal, has received very little attention in the literature. The study on which this article is primarily based fills a gap in the existing literature on professional experience with its focus on the School based Co-ordinator role. It will be argued that Co-ordinators are essential in developing ‘new’ school-university partnerships which are necessary in ensuring high quality professional experiences.

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Research works printed but not linked: 8

  1. Goodlad, J.I. (1988). School-university partnerships for educational renewal: Rationale and concepts, in K.A. Sirotnik & J.I.Goodlad (Eds.), School-university partnerships in action: Concepts, cases and concerns (pp. 3-31). New York: Teachers College Press.
  2. Le Cornu, R. (1999). The 3Rs of Practicum Reform, 3rd National Cross Faculty Practicum Conference Proceedings Booklet, Adelaide, 1997.
  3. Le Cornu, R. (2007) Learning Circles in the practicum: an initiative in peer mentoring, Refereed paper presented at the Australian Teacher Education Conference, Wollongong, 3rd -6th July.
  4. Le Cornu, R. (2008). The changing role of the 'university supervisor' in professional experiences, Paper presented at the ATEA conference, Sunshine Coast, 8 th -11 th July.
  5. Mutton, T. & Butcher, J. (2008). 'We will take them from anywhere': schools working within multiple initial teacher training partnerships, Journal of Education for Teaching, 34 (1), 45-62.
  6. Peters, J. (1997). Teachers learning through school/university partnships: pinnacles and pitfalls, Paper presented at the Australian Association for Research in Education Conference, Brisbane, Nov 30 th -Dec.
  7. Ramsey, G.A. (2000). Quality Matters: Revitalising Teaching: Critical Times, Critical Choices: Report of the Review of Teacher Education, New South Wales, Sydney, NSW Department of Education and Training.
  8. Zeichner, K.(1999). Action Research and the Preparation of Reflective Practitioners During the Professional Practicum, a keynote address, Association of PEPE Conference, Christchurch, NZ, January.

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Metadata

Authors
Le Cornu, R. J.
Affiliations
University of South Australia
Venue
Australian Journal of Teacher Education
Publisher
Edith Cowan University
Published
2012-03-01
Volume
37
Issue
3
ISSN
  • 0313-5373 (ISSN-L)
  • 1835-517X
DOI
10.14221/ajte.2012v37n3.5
OpenAlex
W2102548854
Cited by
39
References
28
Citations by year
2026: 2 · 2025: 3 · 2024: 2 · 2023: 6 · 2022: 1 · 2021: 1 · 2020: 1 · 2018: 4 · 2017: 2 · 2016: 4 · 2015: 6 · 2014: 4 · 2013: 1 · 2012: 2
FWCI
20.21
Type
journal article
Language
en
Open access
Locations
  • The Australian journal of teacher education (publishedVersion)
  • Australasian Journal of Paramedicine (submittedVersion)
  • UniSA Research Outputs Repository (University of South Australia) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
professional experience, initial teacher education, university-school partnership, principal role, cooperating teachers, practicum

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