Allison Byth
Biographic Data
| ID | 8648793 |
|---|---|
| NAME | Allison Byth |
| GIVEN NAMES | Allison |
| FAMILY NAME | Byth |
| SIGNATURE | BYTH A |
| AFFILIATIONS | RMIT University |
| ORCID | 0009-0009-6660-1697 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Changing the View
Reflective practice is an essential component of initial teacher education (ITE) programs in Australia that supports the development of preservice teachers’ responsive decision-making, planning, and ongoing professional growth. Yet, many preservice teachers continue to produce reflections that are descriptive, superficial, or disconnected from evidence of their practice. In response to this challenge, this study examines how mentor teachers suppo…
Rethinking the gradual release of responsibility in ITE mentoring
Consistent, high-quality mentoring is essential in initial teacher education (ITE), as mentoring effectiveness significantly influences preservice teachers’ learning during classroom professional experience. Yet, ITE mentoring practices are often informal rather than structured or reflective. This qualitative case study, conducted within a government-funded university-school partnership in Victoria, Australia, investigates a targeted intervention…
Addressing the hidden labour of mentoring preservice teachers
This study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hidden labour, this research aims to bridge the discrepancy between the crucial nature of the mentor r…
Re-using co-design in initial teacher education
Co-design as an effective tool in supporting partnerships is experiencing a renaissance in contemporary Initial Teacher Education (ITE) policy reform. While not a new construct, the current re-use of co-design represents a contemporary shift in collaboration, emphasising inclusivity and adaptability by integrating critical thinking and problem-solving with content and pedagogy. Despite its growing popularity, co-design's potential in supporting d…
No prominent works on this page.
Addressing the hidden labour of mentoring preservice teachers
This study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hidden labour, this research aims to bridge the discrepancy between the crucial nature of the mentor r…
Re-using co-design in initial teacher education
Co-design as an effective tool in supporting partnerships is experiencing a renaissance in contemporary Initial Teacher Education (ITE) policy reform. While not a new construct, the current re-use of co-design represents a contemporary shift in collaboration, emphasising inclusivity and adaptability by integrating critical thinking and problem-solving with content and pedagogy. Despite its growing popularity, co-design's potential in supporting d…
Changing the View
Reflective practice is an essential component of initial teacher education (ITE) programs in Australia that supports the development of preservice teachers’ responsive decision-making, planning, and ongoing professional growth. Yet, many preservice teachers continue to produce reflections that are descriptive, superficial, or disconnected from evidence of their practice. In response to this challenge, this study examines how mentor teachers suppo…
Rethinking the gradual release of responsibility in ITE mentoring
Consistent, high-quality mentoring is essential in initial teacher education (ITE), as mentoring effectiveness significantly influences preservice teachers’ learning during classroom professional experience. Yet, ITE mentoring practices are often informal rather than structured or reflective. This qualitative case study, conducted within a government-funded university-school partnership in Victoria, Australia, investigates a targeted intervention…
Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · General partnership (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Qualitative research (2 works) · Sociology (2 works) · Adult Learning (1 work)