Autor: Angelina Ambrosetti

Dr Jeana Kriewaldt is the Academic Lead for Professional Experience at The University of Melbourne, Australia. Researching in teacher education, Jeana specialises in preservice teacher education and is currently investigating approaches that improve the quality of teacher practice and teacher candidate preparation, including the effects of multi-source feedback on the development of teacher professional judgment. Dr Angelina Ambrosetti is the Head of Course at the School of Education and the Arts at Central Queensland University, Australia. Her research interests focus on professional experience, and she has a specific interest in mentoring relationships that occur between preservice and classroom teachers. Angelina’s doctoral research investigated mentoring in the preservice teacher context and, in particular, examined the use of alternative mentoring models to create a reconceptualisation of mentoring in initial teacher education. Dr Doreen Rorrison is an adjunct lecturer at Charles Sturt University, Australia and a visiting research fellow at the University of Adelaide, South Australia. She has taught/researched in secondary, primary and tertiary education in four Australian states, Canada and Sweden. Her research focuses on agency and quality learning for preservice teachers using narrative and voiced research primarily based on critical theory for analysis. Doreen is the co-editor of “A Practicum Turn in Teacher Education” and co-convenor of the International Practicum Network. Ros Capeness has enjoyed a 40-year career in education across a range of roles and contexts in schools, universities and government departments. She has taught art, English and Japanese, designed curricula, and managed national and state education taskforces, teacher education reviews and educational research projects. Ros is now the Manager, Accreditation and Professional Standards at the Queensland College of Teachers, Australia, the teacher registration regulatory authority in Queensland.