ABSTRACT
This chapter is not an advocacy for mentoring. Rather it is an attempt to problematize the notion within the context of current happenings in Australian physical education teacher education. Mentoring is not a common term in the context of Australian teacher education generally or physical education teacher education (PETE) specifically. That is not to say, however, that some of the same trends in terms of educational discourse which have shaped change in the UK (see Furlong, 1994) have not been impacting on the Australian teacher education ‘industry’ (that’s one of the new terms). In this chapter I will present firstly a brief overview of such trends and discourses which will set up the background for a more specific look at PETE and mentoring. I will then discuss the potential for the practicum to actually ‘deliver’ on what is asked of it in the context of developing reflective teachers.
