In this paper, originally prepared for the Association of Independent Schools of New South Wales, Professor Louden discusses mentoring in teacher education, comments on theoretical models, including Hudsonâs five key components and Crasbornâs four roles in mentoring, and discusses how research and theory have impacted on practice in Australian state systems. He also provides examples of international work in the field, relating to both 1:1 mentoring and collaborative strategies. Professor Louden concludes that further development of mentoring, contributing to a single, national authentic assessment at the end of student's clinical education would be an important addition to the national professional system developed in Australia in recent years. [Author abstract]
