Division K - Teaching and Teacher Education / Section 6: Field Experiences: Student Teaching, Early Field Experiences, Community-based Field Experiences, and Innovative Approaches through Inquiry, Observation, and Practice

Anthony Clarke, The University of British Columbia

[China] Practicum Partnerships in China: The Voice of Cooperating Teachers in a University-Government-School Initiative - Lijie Lu, Northeast Normal University; Yunpeng Ma, Northeast Normal University; Fang Wang, Northeast Normal University; Bowei Zhang, Northeast Normal University

[Spain] Eliciting Student Teachers’ Practical Knowledge Through Mentoring Conversations - Juan-José Mena Marcos, Universidad de Salamanca; Maria-Luisa García Rodríguez, Universidad de Salamanca

[New Zealand] Supervisor or Mentor: Does Changing the Title and Providing Professional Development Impact on the Practices of Those Working With Preservice Teachers on Practicum? - Ngaire Esther Hoben, University of Auckland

[Netherlands] Using Teacher-Generated Tags of Classroom Situations to Elicit Mentor and Preservice Teachers’ Practical Knowledge - Niek van den Bogert, Fontys University of Applied Science; Frank Crasborn, Fontys University of Applied Science; Jan van Bruggen, Fontys University of Applied Science; Wim Jochems, Eindhoven University of Technology, the Netherlands

[France] “Rules of Practice” in Learning to Teach: Mentoring Within a Training Collective - Sébastien Chalies, University of Toulouse

[Australia] Exploring Challenges, Motivations, and Directions in Mentoring: Two-Way Perspectives From Australian Mentors and University Advisors - Libby Tudball, Monash University; Wendy S. Nielsen, University of Wollongong; Steven McLaughlin, Monash University

[Canada] A Mentoring Profile Inventory for Cooperating Teachers - Anthony Clarke, The University of British Columbia; John Collins, The University of British Columbia; Valerie Triggs, University of Regina