Source: Asia-Pacific Journal of Teacher Education, Volume 38, Issue 3, pages 195 – 206, (August 2010).
The professional experience in Australian initial teacher education has been changed in the past decades. These changes are expressed in how professional experiences are conceptualised, structured and supervised. Such changes have had implications for the roles of the various participants.
In this article, the author focuses on the changing roles of pre-service teachers, mentor teachers, school coordinators and academics involved in professional experiences. The author draws on a number of studies that have investigated professional experiences which have been framed around the notion of learning communities.