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Position of school-based coach in third space
Source publication
This study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hi...
Context in source publication
Context 1
... within a long-established ITE-school partnership, the school-based coaches collaboratively lead the secondyear professional experience from their respective schools. Figure 1 illustrates how, when working across ITE-school boundaries in a third space, school-based coaches hold valuable first space knowledge of school practices and relational connections with school staff, students, and the community. Additionally, their brief employment with the ITE provider, in the second space, provides the theoretical perspective, knowledge, and training to lead supports for preservice and mentor teachers. ...
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Citations
... To help preservice teachers move away from 'delivery' mindsets and approaches, it is important that curriculum-focused mentoring centres on critical and reflective questioning on content and pedagogical choices (Nielsen et al., 2022). This could be supported through offerings of more structured time for supervising teachers to have space to effectively model varied curriculum approaches (Byth, 2024). A significant cultural structure field structure also characterised the school contexts where Sally and Pedro completed their professional experience placements. ...
... Nielsen et al. (2022) highlight the importance of supervising teachers scaffolding preservice teachers' engagement with curriculum, through reflective questioning and having these teachers think more broadly about a series of lessons, rather than focus solely on logistics. To support supervising teachers, who are under considerable workload pressures already (Byth, 2024), high quality forms of professional learning need to be made available that help build their confidence in modelling more curriculum as process approaches in their classrooms and to their preservice teachers (Poulton & Golledge, 2024). This includes mentoring that helps preservice teachers engage critically with standardised or pre-packaged curriculum materials in ways that help them exercise their professional judgement and expertise. ...
This paper explores the impact of ongoing performativity and accountability agendas in education which frame curriculum merely as a product for delivery and teachers more as ‘technicians’ rather than curriculum-makers. While research has explored the impact of such agendas on the realities of teachers’ curriculum experiences within schools, further insight is needed on the implications for initial teacher education and preservice teachers’ developing curriculum identities. Focusing initially on a collective group of Australian preservice teachers, this study explores their conceptualisations of and aspirations for curriculum-making as part of their future classroom practice. By drawing on two in-depth cases from this collective, this study highlights the constrained nature of curriculum-making experiences during professional experience placements, and the implications this has for their capability development as aspirational curriculum-makers. The findings underscore the need for professional experience placement opportunities that foster preservice teachers’ development as active and critical curriculum-makers, rather than passive deliverers. Supporting these opportunities is paramount, especially in an educational landscape which seeks to de-professionalise the teaching profession further through the outsourcing of teachers’ curriculum thinking and expertise.
