Academic literature on the topic 'Boarding schools Victoria Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Boarding schools Victoria Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Boarding schools Victoria Case studies"
1
Naqiyah, Najlatun, Diajeng Retno Kinanti Putri, and Dian Mutammima. "A Student Counseling Study: The Internalized of Islamic Value in Daily Life." Bisma The Journal of Counseling 6, no. 1 (May 29, 2022): 16–24. http://dx.doi.org/10.23887/bisma.v6i1.45550.
Full textAbstract:
The daily habits of students that have been formed so far in Islamic boarding schools that take place continuously produce positive habits that can be internalized in everyday life. In connection with this, the purpose of this study is to identify Islamic values that can be internalized in daily life, especially to deal with the Covid-19 Pandemic. Santri is a term for students who are in Islamic-based dormitories or commonly referred to as Islamic boarding schools which are cared for by Kyai and Bu Nyai. The population in this study are Islamic boarding schools located in East Java, especially the areas of Madura, Jombang and Probolinggo. This research uses constructivism paradigm with a qualitative approach. The method used is a case study that requires empirical data in Islamic boarding schools. The results of the data through in-depth interview techniques and documentation studies will be analyzed to further develop a narrative about the values that exist in Islamic boarding schools, how to handle them by teachers and reveal the needs of students which can be used as a basis for the development of guidance and counseling in Islamic boarding schools.
2
Wirawan, Desak Tiara. "Social Accountability Process of Islamic Boarding School: Case Study of Sidogiri Pasuruan Islamic Boarding School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 134. http://dx.doi.org/10.18415/ijmmu.v6i1.497.
Full textAbstract:
This research aims to know the process of social aspects influenced the importance of accountability in an organization of Islamic religious education that is don't give priority to profits in its operational activities, in Indonesia is often referred to as boarding schools. In order to further deepen the social accountability of the process, then the researchers used a qualitative research method with approach case studies boarding school Sidogiri Pasuruan. As for the analysis tools used are interactive analysis. As noted, there are more and more accountability role played in ancient civilizations and pre-modern societies. Therefore, at this time, the case for tracing the genealogy of accountability as a follow up said is best seen as a presumption that requires further examination. One of them is about the accountability of boarding schools which is rich in religious values and culture as a form of the spread of Islam. The dynamic life of boarding schools has been proven with the involvement of active participation in providing service to the community and many aspects of life that always accompany it. Interestingly, in terms of financial resources, the pesantren depends not only on the parents of the students, but also other sources of funding. The existence of this mandate, then boarding schools are definitely required to conduct financial accountability. These principles are very in line with the principles of Islamic law. It is closely related to surat Al-Baqarah verse 282 and 283 goals for the benefit of the people, i.e. If there is a transaction then write so that measurements obtained in a fair manner, not preferential treatment and is not reduced (ash-Syu'ara v. 181-184). Can be said to forbid these forms of transactions contrary to the Shariah.
3
Amiruddin, Moch Fahmi, and Dian. "SCIENTIFIC INTEGRATION OF ISLAMIC BOARDING SCHOOLS." Al-Hasanah : Islamic Religious Education Journal 6, no. 2 (December 25, 2021): 157–69. http://dx.doi.org/10.51729/6237.
Full textAbstract:
This study aims to find out how the concept of integrating religious knowledge with general science is at the Nurul Huda Yaspin Islamic Boarding School and how to apply the integration of religious knowledge and general science at the Nurul Huda Yaspin Islamic Boarding School. This type of research is case study research or field research, where researchers go directly to the field to obtain data and information on the research carried out. Meanwhile, this research approach uses a descriptive approach. The results of the study show that the concept of integrating religious knowledge and general science at Nurul Huda is inseparable from the basic values (qiyam HAM) that are embedded in every step and educational activity carried out in it. Nurul Huda Yaspin cults himself as a boarding school of etiquette, etiquette is an acronym for Takwa, Tafaqquh, Khidmah and rahmatan lil alamin. Nurul Huda's three basic values serve to underlie, integrate and direct his orientation. The application of the curriculum at Nurul Huda does not distinguish between religious knowledge and general science. In terms of concepts, religious knowledge and general science are both taught in recitations at Nurul Huda, such as Sufism, logic or mantiq lectures, philosophy, interpretation studies, falaq science and so on, all organized in curriculum units according to each study program. which is in Nurul Huda.
4
Ridwan, Yusup, Nina Nurmila, Mohamad Erihadiana, and Asep Nursobah. "Quality Management Development of Boarding School Education in West Java: Research at Mifathul Huda Manonjaya Islamic Boarding School Tasikmalaya, Suryalaya Islamic Boarding School and Al-Ittifaq Ciwidey Islamic Boarding School." International Journal of Social Service and Research 2, no. 5 (May 31, 2022): 390–408. http://dx.doi.org/10.46799/ijssr.v2i5.110.
Full textAbstract:
This study aims to acknowledge the growth of quality management of Islamic boarding school education in the input, process, output, and results of students toward the quality management of pesantren education. The research method used is a qualitative approach and a case study method with data collection techniques through in-depth interviews, field observations and documentation studies. The results of the study are (1) quality planning for Islamic boarding schools is based on the development of educational strategies (education development strategies) and total quality management (TQM) in quality management. Mitahul Huda Manonjaya Islamic Boarding School Tasikmalaya with its salafiyah system based on the mu'adah curriculum, Suryalaya Islamic Boarding School with its hifdutthariqoh development (Tareqat Qadiriyah Naqsyabandiyah) and Al-Ittifaq Islamic Boarding School with its agribusiness development, (2) implementation of the quality of education through the development of institutional quality management based on the leadership of Kyai who have the spirit of taffaquh fi addin, human resources by maximizing the productivity of the management of experts, competent and highly dedicated to Islamic boarding schools, (3) evaluation of education quality management in the three Islamic boarding schools is carried out systematically, effectively and efficiently by developing a follow-up plan (RTL) along with its achievement indicators, (4) education quality management problems faced by the three Islamic boarding schools are not yet evenly distributed in the competence and qualifications of educators and education, limited infrastructure, supervision systems and technology, and (5) efforts to improve education quality management in the three Islamic boarding schools by developing competitive and competitive quality management the potential resources of each Islamic boarding school.
5
Ruci, Dewa, and Dini Lestary. "Pengendalian Internal pada Pondok Pesantren Al I’tishom Kubu Raya." Eksos 18, no. 2 (December 31, 2022): 131–45. http://dx.doi.org/10.31573/eksos.v18i2.510.
Full textAbstract:
Islamic boarding school is a non-profit organization. Internal control over financial reporting in religious entities, especially Islamic boarding schools, is rarely a special concern in practice and scientific studies. In making financial reports, trust is needed to separate organizational interests and personal interests, this is to avoid conflicts of personal interest in taking advantage of the organization. The researcher wants to dig deeper into the concept of amanah, and Islamic boarding school administrators account for Islamic boarding schools' finances, not only to the people but also to know the understanding of accountability to Allah as God. Islamic boarding schools on financial management. This research method is qualitative followed by an interpretive paradigm that provides guidelines for choosing the right research methodology, namely case studies. the method of collecting and analyzing the research data is by observation, interviews, and document analysis. The results of this study are that the Al I'tishom Kubu Raya Islamic Boarding School is in accordance with the internal control structure which consists of 5 (five) components namely Control Environment, Risk Assessment, Control Activities, Information and Communication, and Supervision, at this time it has been fulfilled even though it is not overall. Likewise, the financial reports of the Al I'tishom Kubu Raya Islamic Boarding School at this time do not compile financial reports independently, but are only tasked with reporting all forms of transactions that occur at the Islamic boarding school to the financial sector. Islamic boarding school financial records are made by the assistant treasurer by keeping simple bookkeeping accompanied by proof of transactions. The existence of valid evidence and records is also a manifestation of the mandate and internal control that is applied to the Al I'tishom Kubu Raya Islamic Boarding School.
6
Surur, Agus Miftakus, and Kharisma Nur Cholifah. "Penerapan Good Governance pada Kepengurusan Pondok Pesantren Putri Al-Amien." Al-Tadzkiyyah: Jurnal Pendidikan Islam 9, no. 2 (November 30, 2018): 261. http://dx.doi.org/10.24042/atjpi.v9i2.2149.
Full textAbstract:
Good governance is the way in organizing resources and solve the problems of the public. Good governance arose due to dissatisfaction on the performance of Government organizer of public affairs. Good governance is needed in seeking and maintaining a social life, respect of the rights and obligations of every Member of society to realize. Boarding schools are also included in community groups. Each boarding schools must have had the caregiver, the organizational structure, students, and the code of conduct as well as the conditions that must be observed. There has to be cooperation from all parties so that community life created an orderly and harmonious. So, the principles of good governance should be applied in the system of governance. In this study, using this type of qualitative research. While the approach used, namely the approach of case studies. This type of approach to study intensively on one object of study it as a case that is about the application of good governance on boarding schools Daughter Al-Amien. As a result, the organizational system in boarding schools Daughter Al-Amien looks pretty good. Stewards still provide leniency on students to voice your opinions and defend themselves. Participation and responsibilities of students themselves as a society have also been quite good. The Naat dare infringe but remain ready to accept any consequences.
7
Fadlillah, Amin, and Ibanah Suhroardiyah Shiam Mubarokah. "Strengthening Women's Rights among Students: Case Study at The Pondok Pesantren of Tahfidz al-Qur'an Ebqory Jember." An-Nisa': Jurnal Kajian Perempuan dan Keislaman 15, no. 1 (June 21, 2022): 11–28. http://dx.doi.org/10.35719/annisa.v15i1.70.
Full textAbstract:
Accumulatively, the number of female students who stay in Islamic boarding schools in Indonesia is higher than that of male students. However, the reality is that this fact is not directly proportional to the existence of education to strengthen the rights of female students in Islamic boarding schools along with the curriculum and educational materials of Islamic boarding schools that tend to position women as male objects. This can be seen by teaching the Kitab Uqud al-Lujjain which is considered not to reflect gender equality. This article aims to examine the methods used by Pondok Pesantren Tahfidz al-Qur'an Ebqory Jember on the issue of strengthening women's rights among students. This study uses a qualitative research method in which data related to the object of research are obtained through in-depth observation, interviews, and literature review. This data was then analyzed and written descriptively-critically which resulted in a clear conclusion. The results of this study indicate that the strategy of strengthening women's rights in Ebqory is carried out by two methods, namely theoretically and practically. Theoretically, strengthening women's rights is done by studying the Kitab Sittin al-Adliyah, a kitab that discusses 60 authentic hadiths about the position of women in Islam and gender studies training. Practically, students are provided with individual skill training such as training as a host and cooking training.
8
Armstrong, Patricia, Brian Sharpley, and Stephen Malcolm. "The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level." Australian Journal of Environmental Education 20, no. 2 (2004): 1–11. http://dx.doi.org/10.1017/s0814062600002159.
Full textAbstract:
AbstractThe Waste Wise Schools Program was established by EcoRecycle Victoria to implement waste and litter education in Victorian schools. It is now operating in over 900 schools in Victoria and 300 schools in other Australian states / territories. This paper provides detailed case studies of two active schools in the Waste Wise Schools Program and considers for each school how the Program started, what it meant to the school, the environmental, educational, social and economic outcomes of the Program and the key success factors. It discusses evidence that the Program has changed the thinking and behaviour of many families at the schools, suggesting that the children may be acting as catalysts to influence their parent's waste wise behaviour, i.e. having an intergenerational influence. Guidelines for promoting this influence are proposed.
9
Hayani, Aida, Miftahus Sa'diyah, and Khairul Hadi. "Pesantren Aceh sebagai Wujud Menciptakan Perdamaian." Islamic Insights Journal 2, no. 1 (May 1, 2020): 69–74. http://dx.doi.org/10.21776/ub.iij.2020.002.01.05.
Full textAbstract:
According to the majority religious groups, in truth, always give priority boarding to the authority ta’dzim culture and a religious teacher Tgk, the more their binding normative frame, such as the doctrine of al-Muta’alim Ta’lim book, which does not allow the conflict in it. However, that happens, the social dynamics of schools that still apply the system of management of the potential sources based on a figure of clerics (as a role model at the same time policy makers), is actually very vulnerable to grow a conflict. As is the case in traditional Islamic boarding schools and semi-modern, conflicts occur, especially when the clerics who plays as the founder and owner of boarding dies, or when the pesantren, the founder or the resume, the teachers, caregivers, or also the family become involved in affairs outside of schools, for example, state, politics and others. By using descriptive analysis method with dispute resolution theory, This research uses a qualitative approach with the type of phenomenological study through field studies. then, the formulation of problem is: How is conflict resolution in boarding using unique methods? The results show that including through intermarriage boarding, istighotsah, haul and akhirussanah. By stage of conflict resolution through the streets silaturrahmi as a process of conflict prevention, bahtsul matsa’il as the emphasis and conflict insulation, Tabayun as the process of setting and managing conflict and reconciliation as the final process of conflict resolution.
10
Malik, Fatkhulloh Abdul, and Mokhamad Choirul Muadhom. "Kelebihan dan Kekurangan Model Pembelajaran Pondok Pesantren Modern di Masa Pandemi." JoEMS (Journal of Education and Management Studies) 5, no. 4 (August 28, 2022): 24–27. http://dx.doi.org/10.32764/joems.v5i4.788.
Full textAbstract:
Learning is essentially a learner's interaction with an educator. In the middle of the covid-19 pandemic,as well as with the world of education, teaching learning comes to a halt as the result of restrictions to break the chain of spreading the plague. In this case it is somewhat a problem for a number of boarding schools, which requires learning to be done online, but there are a number of boarding schools that continue to carry out their studies in person. Just like the one from Bahrul ‘Ulum Islamic Boarding School. The study employs a qualitative approach, where it tends to lead to a descriptive study method. A data process was conducted with interviews for some on the board, teachers, and santri as well as a questions of google forms sent via whatsapps to some santri guardians to see how the guardians responded to home-home-study sessions. Studies show that one problem is so brief on time that less effective study, and less effective on the study activities in the home that sometimes change the Settings,so on the part of the administration makes the activities loosening or flexible in execution, rule etc.
Dissertations / Theses on the topic "Boarding schools Victoria Case studies"
1
Norris, Tyler. "Race, Childhood, and Native American Boarding Schools: A Case Study of the Hampton Normal and Agricultural Institute." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626749.
Full text
2
Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
Full text
3
Hayhurst, Robert E. "Exploration of the Transition and Retention Experiences of Military In-Residence Secondary Boarding School Alumni at 4-Year Universities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/88.
Full textAbstract:
Researchers have suggested that the number of adults holding advanced academic degrees across the population in the United States is falling behind those within the developed nations. Student retention is critical to U.S. colleges and universities’ retention. Retention of in-residence military high school graduates after they enter college is the research problem upon which this study was focused. Understanding the distinct perspective of in-residence military high school graduates can contribute to the improvement of persistence and retention programs for traditional college students; however, a search of the literature revealed an incomplete and unbalanced body of empirical research about this unique population. The purpose of the present study was to describe and evaluate the transition and retention experiences of high school alumni who graduated from an in-residence military school and subsequently attended a 4-year university as an undergraduate student. A qualitative method was implemented with a case study design to explore the perceptions, attitudes, and lived experiences of alumni of in-residence military schools who are freshmen through senior undergraduates attending a sample of diverse 4-year universities across the United States. Participants were alumni from in-residence military high schools and were currently enrolled in traditional 4-year university settings. Elements that enhanced or hindered the retention of military school graduates as they progress or fail in the university setting was explored as well as the role their previous high school experience had regarding their successes or challenges. A semi-structured interview protocol with open-ended questions was implemented to collect data through face-to-face interviews in person where possible or through media such as Skype. Interviews were audio recorded and results were transcribed. Qualitative data requires interpretation and organization into categories to enable construction of a picture by using open coding where themes, patterns, concepts, or similar features can be identified. Therefore, data was separated into categories to search for themes and patterns. Inductive reasoning facilitated the development of conclusions and generalizations.
4
Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
Full text
5
Ingleby, Julie. "Participation, action research and the politics of change in working class schools: a view from the inside." Thesis, 1985. https://vuir.vu.edu.au/18181/.
Full textAbstract:
Fundamental educational change is necessarily an
outcome of authentic participation confirmed in
community struggle against defined forms of oppression:
this is the proposition explored in the course of the
three case study experiences presented here.
Similarly, the contexts, conditions and terms of
participation are considered with regard to defining
the character of authentic 'political' success.
6
Zwarts, Hannelie Louise. "Implementering van groepsterapie by adolessente koshuisdogters, waarvan die ouers geskei is." Diss., 1999. http://hdl.handle.net/10500/17885.
Full textAbstract:
Text in AfrikaansHierdie studie handel oor die implementering van groepsterapie met adolessente koshuisdogters, waarvan die ouers geskei is. Die navorser het bevind dat die meeste koshuisdogters se probleme nie in een dag per week, deur 'n diensdoenende onderwyser in die koshuis aangespreek kan word nie. Hierdie bevinding het die vraag laat ontstaan of groepsterapie in die koshuis geimplementeer kan word. Daar was nie voldoende literatuur in sake groepsterapie by normale kinders nie en daarom is 'n loodsstudie van stapel gestuur. Die doelstelling van die studie is om groepsterapie te implementeer by adolessente koshuisdogters. Daar was baie koshuisdogters, waarvan die ouers geskei is, en daarom is die steekproef verder verfyn. 'n Praktiese handleiding, insluitende werkkaarte, is saamgestel sodat groepsterapie vir enige Opvoedkundige Sielkundige toeganklik kan wees. Die groepsterapie is prakties geimplementeer. Die navorsing bevestig dat groepsterapie met adolessente koshuisdogters, waarvan die ouers geskei is, geimplementeer kan word.
This study deals with the implementation of group therapy with adolescent girls in hostels, whose parents are divorced. The researcher came to the conclusion that teachers, who do duty in the hostel, once a week, cannot give enough attention to those girls who have problems. This conclusion raised the question of whether it would be feasible to implement group therapy in the hostel. There was insufficient literature, concerning group therapy with normal children, and therefore the researcher initiated a pilot study. The aim of the study was to implement group therapy with adolescent girls in the hostel. There were many girls in the hostel whose parents were divorced and so the sample was further curtailed. A practical manual including worksheets were compiled to be easily accessible to any Educational Psychologist doing group therapy. The group therapy was practically implemented and confirmed that group therapy can be implemented.
Psychology of Education
M. Ed. (Sielkundige Opvoedkunde (Voorligting))
Books on the topic "Boarding schools Victoria Case studies"
1
Hays, Kim. Practicing virtues: Moral traditions at Quaker and military boarding schools. Berkeley: University of California Press, 1994.
Find full text
2
Boarding schools at the crossroads of change: The influence of residential education institutions on national and societal development. New York: Haworth Press, 1998.
Find full text
3
The best of the best: Becoming elite at an American boarding school. Cambridge, Mass: Harvard University Press, 2009.
Find full text
4
Terry, Wotherspoon, ed. The legacy of school for aboriginal people: Education, oppression, and emancipation. Don Mills, Ont: Oxford University Press, 2003.
Find full text
5
Achievement, gender, and class in an African-American setting: Correlations and contradictions in a southern boarding school. San Francisco: International Scholars Publications, 1996.
Find full text
6
Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.
Find full text
7
1940-, Milstein Uri, ed. ʻAl mah ḥalamnu: Agadat Hadasim. Ramat Efʻal: Hotsaʼat Śeridut, 2006.
Find full text
8
Beker, Jerome, and Yitzhak Kashti. Boarding Schools at the Crossroads of Change. Taylor & Francis Group, 2019.
Find full text
9
Kashti, Yitzhak. Boarding Schools at the Crossroads of Change: The Influence of Residential Education Institutions on National and Societal Development. Haworth Press, 1997.
Find full text
10
School culture and the role of the principal: A study of basic cultural assumptions of a Kenyan secondary school and their influence on the principal's role. 1988.
Find full textBook chapters on the topic "Boarding schools Victoria Case studies"
1
Roche, Helen. "The Annihilation of Tradition?" In The Third Reich's Elite Schools, 247–67. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198726128.003.0007.
Full textAbstract:
When it came to founding new Napolas, the NPEA authorities often used the strategy of laying claim to educational institutions with venerable traditions, Nazifying and ‘Napolising’ them. This could include the appropriation of well-known humanistic boarding schools with a Protestant ethos such as Schulpforta (alma mater of Nietzsche, Ranke, and Fichte), or the Klosterschule in Ilfeld, which were both taken over as going concerns. However, the National Socialist regime’s deep hostility towards Catholic foundations also led to the forcible expropriation of former monastic schools such as the Ursuline convent school in Haselünne, or the Missionary School of the Society of the Divine Word (Steyler Orden) in St. Wendel, which were transformed into NPEA Emsland and NPEA Saarland respectively. Expropriation could also be used to punish oppositional non-religious schools such as the aristocratic Landschulheim in Neubeuern, Bavaria. Although most of these schools still retained the curriculum of a ‘humanistic Gymnasium’, teaching both Latin and ancient Greek, by the end of World War II, their existing traditions had been almost completely expunged. We can therefore see these forms of expropriation and Napolisation as part of a more general movement towards the de-Christianization of education during the Third Reich, with the NPEA in the vanguard. This chapter treats the schools at Schulpforta, Ilfeld, Haselünne, St. Wendel, and Neubeuern as case studies, concluding with a brief treatment of NPEA Weierhof am Donnersberg, a former Mennonite school which had collaborated with the Nazi authorities even prior to its transformation into a Napola.
2
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Full textAbstract:
The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.