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work, she aims to support preservice teachers to connect research, policy and
evidence- based practice. Prior to her move to initial teacher education, Trudy
worked for the Department of Education and Children’s Services for 17 years as a
primary school teacher, ICT coordinator, assistant principal (teaching and learning)
and educational consultant, and leadership and ICT project coordinator at the
Technology School of the Future. Trudy’s doctoral research focused on understand-
ing teachers’ work in a context of global and local school reform.
Debra Talbot is a lecturer in education and director of professional experience and
professional learning, Sydney School of Education and Social Work, University of
Sydney. She has more than 20 years’ experience as a classroom teacher, head of
department in government and independent sectors and professional learning con-
sultant. Debra’s current research inquiry focuses on the simple and complex forma-
tions for teacher education arising out of universities and schools entering into
‘partnerships’. It seeks to understand how support for professional learning in com-
bination with support for professional experience placements has impacted on
developing the effectiveness of teachers to improve learning outcomes for their
teacher colleagues and their students.
Jane Thornton is a leading teacher and school-based teacher educator. In her role
as teaching fellow at Koonung Secondary College, she guides and supports preser-
vice teachers and their mentors in a corps of local partnership schools, while teach-
ing physical education and psychology. Jane’s focus in her higher degree study is
mentoring – clinical teaching at the University of Melbourne. Leading a collabora-
tion with university-based teacher educators, mentors and preservice teachers, Jane
has developed a digital tool to capture and give evidence-based, instant feedback
called the Teaching Tracker Tool. The Teaching Academy for Professional Practice
group continues to develop and refine the tool and to research its impact.
Sharon Tindall-Ford is a senior lecturer in the School of Education, Faculty of
Social Science, University of Wollongong. Sharon is an experienced teacher who
has worked in public and independent school sectors in South Australia, Queensland
and New South Wales. She teaches in the areas of educational psychology and pre-
service teachers’ professional learning. Her research focus includes preservice
teachers’ nonacademic qualities required for teaching and supervising teachers’
mentoring and professional judgements of preservice teachers’ capabilities on
practicum.
Kellie Tobin is a lecturer and course director in the Faculty of Arts and Education
at Deakin University. Her current doctoral research is investigating the challenge of
creating and maintaining enduring school-university partnerships in initial teacher
education with a focus on preparing preservice teachers to be classroom ready.
Kellie’s current academic role and previous work as a teacher in secondary schools
has focused on social justice education. She has worked across various education
fields to build access and equity for students, building strong partnerships in initial
About the Authors