Abstract
This chapter examines the professional development of an emerging occupational group in the Australian context—a group we call ‘school-based teacher educators’—acknowledging and focusing on their learning about the complex work of teacher education, mentoring, supervising, and assessing pre-service teachers.
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White, S., Forgasz, R. (2017). Supporting Mentoring and Assessment in Practicum Settings: A New Professional Development Approach for School-Based Teacher Educators. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_19
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