Associate Professor Peter Hudson (PhD) has a teaching career spanning 35 years see http://staff.qut.edu.au/staff/hudsonpb. and Hudson’s Mentoring for Effective Teaching (MET) model http://tedd.net.au/mentoring-for-effective-teaching/.

(See my biography page for more information).


Publications:
Evaluating Teacher Education Reform Projects in Developing Countries: A Case Study of Teacher Educational Reform in Egypt

This is an explorative study seeking to strengthen evaluation processes adopted by an international aid agency for capacity development. The study examines Egyptian teacher education reform as a case study.

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Mentoring Preservice Teachers in Primary Mathematics

A literature-based instrument gathered 147 final-year preservice teachers’ perceptions of their mentors’ practices related to primary mathematics teaching. Mentors (n=44) also articulated mentees’ and mentors’ needs for enhancing mentoring practices.

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Mentor Educators’ Understandings of Mentoring Preservice Primary Teachers

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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Changing Perceptions of Preservice Teachers: Innovations in Middle Schooling Teacher Education

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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How Can a Mentor’s Personal Attributes and Pedagogical Knowledge Develop a Preservice Teacher’s Behaviour Management?

A case study which investigates the relationship between a mentor's personal attributes and pedagogical knowledge and the development of effective classroom management practices by a mentee preservice teacher.

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Converting Theory to Practice: University-School Collaboration on Devising Strategies for Mentoring Pedagogical Knowledge

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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Preservice Teachers’ Views: Issues for Learning to Teach SOSE in an Overcrowded Curriculum

This study investigates preservice teachers’ observations of studies of society and the environment (SOSE) teaching in the primary school. Findings revealed universities should ensure preservice teachers receive quality pedagogical experiences.

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Identifying Leadership Practices for Mentoring Preservice Teachers

In this paper, school executives identify their own leadership practices and school leadership practices that have inspired them.

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How Can Australia Sustain Middle School Education?

This paper investigates the preparedness of 142 final year preservice teachers across three universities in Australia to teach in the middle school years.

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