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
Open accessAbstract
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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“Teacher workload is consistently challenging and limits mentor teachers' capacity to mentor effectively (Gabay et al., 2019; Le Cornu, 2012).”
From Mentorship in the Age of Generative AI: ChatGPT to Support Self-Regulated Learning of Pre-Service Teachers Before and During Placements (2025) · cites this paper as Le Cornu, 2012
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“Where there are discrepancies between contemporary teaching strategies introduced in ITE programmes and entrenched classroom practices, as was the case in case studies in Australia, mentors often favour pedagogies and tools that are familiar to them (Le Cornu, 2012; Hobson et al., 2009).”
From Mentorship in the Age of Generative AI: ChatGPT to Support Self-Regulated Learning of Pre-Service Teachers Before and During Placements (2025) · cites this paper as Le Cornu, 2012
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Citations
Cites
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Research works printed but not linked: 8
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Cited by
Partnership in teacher education – a research mapping
Lillejord, S., & Børte, K. (2016) · European Journal of Teacher Education · doi:10.1080/02619768.2016.1252911 · Cited by 207
Patrick, R. (2013) · The Australian Educational Researcher · doi:10.1007/s13384-013-0086-z · Cited by 95
Professional experience: learning from the past to build the future
Cornu, R. L. (2015) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2015.1102200 · Cited by 77
Wurf, G., & Croft-Piggin, L. (2014) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2014.932328 · Cited by 59
Standards of practice to standards of evidence: developing assessment capable teachers
Wyatt‐Smith, C., Alexander, C., Fishburn, D., & McMahon, P. (2016) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2016.1228603 · Cited by 48
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
- 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
- green
- ro.ecu.edu.au
- 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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