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This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.
Updated: Sep. 05, 2010