teachers have in terms of access, participation and engagement due to their professional and geographical isolation. In addition the study could be expanded to beginning teachers located in rural and remote locations. Online community mentoring can be successful in supporting secondary pre-service teachers, particularly those located in regional, rural or remote centers. The one-to-many group mentoring enables mentoring facilitators to leverage several mentors across a greater number of mentees while still building mentees knowledge, skills and confidence; developing talent; and providing a safe place for mentors and mentees to explore the changes of teaching in contemporary digital and diverse classrooms. Acknowledgement To be included after review process. Bibliography Australian Institute for Teaching and School Leadership. (2012). National Professional Standards for Teachers - Graduate Teachers. Retrieved from Buchanan, J. (2010). May I be excused? Why teachers leave the profession. Asia Pacific Journal of Education, 30(2), 199-211. doi: 10.1080/02188791003721952 Caldwell, B., & Sutton, D. (August, 2010). Review of Teacher Education and School Induction: First Report Full report. Brisbane, Australia: Department of Eduction and Training. – Carvin, B. N. (2011). The hows and whys of mentoring. Industrial and Commercial Training, 43(1), 49-52. doi: 10.1108/00197851111098162 Cheng, C. K., Paré, D. E., Collimore, L.-M., & Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education, 56(1), 253-261. Clarke, L. (2009). The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers & Education, 52(3), 521-529.
teachers have in terms of access, participation and engagement due to their professional and geographical isolation. In addition the study could be expanded to beginning teachers located in rural and remote locations. Online community mentoring can be successful in supporting secondary pre-service teachers, particularly those located in regional, rural or remote centers. The one-to-many group mentoring enables mentoring facilitators to leverage several mentors across a greater number of mentees while still building mentees knowledge, skills and confidence; developing talent; and providing a safe place for mentors and mentees to explore the changes of teaching in contemporary digital and diverse classrooms. Acknowledgement To be included after review process. Bibliography Australian Institute for Teaching and School Leadership. (2012). National Professional Standards for Teachers - Graduate Teachers. Retrieved from Buchanan, J. (2010). May I be excused? Why teachers leave the profession. Asia Pacific Journal of Education, 30(2), 199-211. doi: 10.1080/02188791003721952 Caldwell, B., & Sutton, D. (August, 2010). Review of Teacher Education and School Induction: First Report – Full report. Brisbane, Australia: Department of Eduction and Training. Carvin, B. N. (2011). The hows and whys of mentoring. Industrial and Commercial Training, 43(1), 49-52. doi: 10.1108/00197851111098162 Cheng, C. K., Paré, D. E., Collimore, L.-M., & Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education, 56(1), 253-261. Clarke, L. (2009). The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers & Education, 52(3), 521-529.