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Supporting transitions from student to professional : a mentoring case study from early childhood education

chapter
posted on 06.12.2017, 00:00 by J Ailwood, Alison Black, B Ewing, A Heirdsfield, C Meehan, L Thomas, S Walker, K Walsh
Transitions 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 A

Start Page

48

End Page

55

Number of Pages

8

ISBN-13

9781920819149

Publisher

Australian College of Educators

Place of Publication

Deakin West, ACT

Open Access

No

External Author Affiliations

Not affiliated to a Research Institute; Queensland University of Technology;

Era Eligible

No

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