This qualitative study investigates the perceptions of preservice teachers' learning and their preparedness for teaching in the middle school context.

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Developing common understandings about effective mentoring practices can assist the mentoring process. This mixed-method study analyses 14 mentor educators’ views on mentoring preservice primary teachers.

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This paper explores and describes the changing perceptions of thirty-eight first-year preservice teachers as they undertake an innovative middle schooling unit as part of their Bachelor of Education degree.

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This study involves a questionnaire and audio-recorded focus group meetings with experienced mentors (n=14) who deliberated on devising practical applications for mentoring pedagogical knowledge.

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This paper investigates Australian preservice teachers’ perceptions towards teaching in rural areas after participating in a rural experience.

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