Supporting transitions from student to professional: a mentoring case study from early childhood education

Book chapter

Meehan, C., Ailwood, J., Black, A., Ewing, B., Heirdsfield, A., Thomas, L., Walker, S. and Walsh, K. 2006. Supporting transitions from student to professional: a mentoring case study from early childhood education. in: Rienstra, G. and Gonczi, A. (ed.) Entry to the Teaching Profession: Preparation, Practice, Pressure and Professionalism Australian College of Educators. pp. 48-55

Publication dates
Authors	Meehan, C., Ailwood, J., Black, A., Ewing, B., Heirdsfield, A., Thomas, L., Walker, S. and Walsh, K.
Editors	Rienstra, G. and Gonczi, A.
Page range	48-55
Year	2006
Book title	Entry to the Teaching Profession: Preparation, Practice, Pressure and Professionalism
Publisher	Australian College of Educators
Output status	Published
Series	College Year Book
ISBN	9781920819149
Print	2006
Publication process dates
Deposited	28 Mar 2011

Permalink -

https://repository.canterbury.ac.uk/item/8538z/supporting-transitions-from-student-to-professional-a-mentoring-case-study-from-early-childhood-education

75
total views
0
total downloads
1
views this month
0
downloads this month

Export as

Related outputs

In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education

Meehan, C. and Howells, K. 2018. In search of the feeling of ‘belonging’ in Higher Education: undergraduate students transition into Higher Education. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2018.1490702

Walk it, like you talk it.

Howells, K. and Meehan, C. 2016. Walk it, like you talk it.

Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England

Meehan, C. and Meehan, P. 2017. Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1369978

Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

Howells, K. and Meehan, C. 2017. Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1299146

Children's views on what matters in learning and life

Meehan, C. 2016. Children's views on what matters in learning and life. in: Ritchie, C. (ed.) Exploring Children’s Learning: 3-11 years David Fulton.

New leaders in early years: making a difference for children in England

Meehan, C., Bolshaw, P. and Hadfield, E. 2017. New leaders in early years: making a difference for children in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1324436

Where do I come from? Young children engaging with ‘big’ questions and the role of adults

Meehan, C. 2017. Where do I come from? Young children engaging with ‘big’ questions and the role of adults. School Science Review.

Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent

Peterson, A., Durrant, I., Meehan, C. and Ali, Z. 2017. Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent. Canterbury Canterbury Christ Church University.

What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review

Peterson, A., Meehan, C., Ali, Z. and Durrant, I. 2017. What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review. Canterbury Canterbury Christ Church University.

Trainee teachers’ perceptions about parent partnerships: are parents partners?

Meehan, P. and Meehan, C. 2017. Trainee teachers’ perceptions about parent partnerships: are parents partners? Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1286334

What really matters to freshers? An evaluation of first year student experience of transition into university

Meehan, C. and Howells, K. 2017. What really matters to freshers? An evaluation of first year student experience of transition into university. Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2017.1323194

Inclusion and inclusive practice in Australia

Meehan, C. 2016. Inclusion and inclusive practice in Australia. in: Brown, Z. (ed.) Inclusive Education: Perspectives on Policy, Pedagogy and Practice Routledge. pp. 154-162

Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’

Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting - teachers’ and practitioners’ perceptions about physical activity, health and well-being, Do they ‘walk the talk’.

Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'?

Howells, K. and Meehan, C. 2015. Walking the talk? Thinking and acting – teachers' and practitioners' perceptions about physical activity, health and well-being, Do they 'walk the talk'? International Journal of Sport and Exercise Sciences. 2 (5), pp. 125-125.

It’s time to decide our children’s futures

Meehan, C. 2016. It’s time to decide our children’s futures.

Toddlers need early years teachers

Meehan, C. 2016. Toddlers need early years teachers.

Every child mattered in England: but what matters to children?

Meehan, C. 2015. Every child mattered in England: but what matters to children? Early Child Development and Care. https://doi.org/10.1080/03004430.2015.1032957

Belonging, being and becoming: the importance of understanding beliefs and practices in the teaching of Religious Education in the Early Years

Meehan, C. 2011. Belonging, being and becoming: the importance of understanding beliefs and practices in the teaching of Religious Education in the Early Years. Journal of Religious Education. 59 (3), pp. 36-49.