Professional experience placements are recognised as a critical element in initial teacher education programs, however, supervising and mentoring pre-service teachers is challenging work as those involved in the process face professional dilemmas as they attempt to address the needs of various stakeholders. In this paper I draw from data collected in a self-study of mentoring and explore how critical reflection may provide a deeper understanding of these dilemmas. Through adapting and applying an ethical mapping framework as a cue for reflection, I examine the possibilities this approach offers in coming to an understanding of effective and ethical practice during professional experience placements. This paper focuses on two professional dilemmas to explore the way the cue can be used to critically reflect on mentoring and outlines the process I took in engaging in this reflection. I argue that ethical mapping offers university mentors and those working in initial teacher education with a structured approach for critical reflection to understand practice, and to articulate their pedagogy.
While there is agreement that dispositions and resilience enable teachers to negotiate the complexities of teaching, how we support pre-service teachers (PSTs) to activate and understand the nature of dispositions and resilience is less clear. This narrative inquiry, conducted at a regional university in Australia, examines ways thinking dispositions act as personal resources to enable PSTs to develop resilience and negotiate the reality of teaching. In this paper, we examine a teaching and learning experience in an initial teacher education program where PSTs engage with complexities associated with planning, teaching and assessment. Drawing from semi-structured interviews, we construct and examine PSTs’ narratives and identify the foundational influence of people-centred thinking. We also identify the central role of reflective and strategic thinking in enabling resilience. Finally, we argue that school/university partnership initiatives in teacher education provide opportunities to focus on dispositions associated with resilience.