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Supporting transitions from student to professional : a mentoring case study from early childhood education
chapter
posted on 2017-12-06, 00:00 authored by J Ailwood, Alison BlackAlison Black, B Ewing, A Heirdsfield, C Meehan, L Thomas, S Walker, K WalshTransitions 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.
Funding
Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)
History
Editor
Rienstra G; Gonczi AStart Page
48End Page
55Number of Pages
8ISBN-13
9781920819149Publisher
Australian College of EducatorsPlace of Publication
Deakin West, ACTOpen Access
- No
External Author Affiliations
Not affiliated to a Research Institute; Queensland University of Technology;Era Eligible
- No