Re-centering professional learning in place: Mentoring and the renewal of regional educators

Amanda Samson

Re-centering professional learning in place

Mentoring and the renewal of regional educators

Authors

Amanda Samson University of Melbourne https://orcid.org/0009-0003-1093-0295

Keywords:

mentoring, professional learning, regional education, teacher education, leadership literacy, place based learning, professional renewal

Abstract

This article examines the impact of a place-based professional learning initiative delivered across four regional locations in Victoria, focused on mentoring practice and educator renewal. Drawing on qualitative participant feedback (n = 15) and inductive thematic analysis, the study explores how relationally oriented professional learning influences educator confidence, professional identity, and perceived retention. Findings indicate widespread shifts in participants' understanding of mentoring, particularly toward relational, intentional, and growth-oriented practices and highlight the value of structured conversation frameworks and opportunities for professional dialogue. Qualitative themes reveal renewed professional identity, reduced professional isolation, and increased confidence in engaging in challenging conversations. The paper argues that when professional learning is delivered in-region and designed as relational and reflective, it can function as professional renewal rather than compliance-based development. Implications are discussed for mentoring as a system-level strategy for strengthening regional educator retention and professional sustainability.

Author Biography

Amanda Samson, University of Melbourne

Dr Amanda Samson is an academic leader and educator in the Faculty of Education at the University of Melbourne. Her work focuses on leadership development, mentoring, professional identity formation, and university–industry partnerships in teacher education. Amanda leads several innovative projects, including UniConnected and Mentoring for Impact, which explore new approaches to employability, professional learning, and educator development. She is an active researcher and presenter, with work spanning leadership literacy, mentoring, wellbeing, and professional practice. Amanda is committed to bridging research, policy, and practice to create meaningful educational opportunities that support learner success and professional growth.

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Published

04-06-2026

How to Cite

Samson, A. (2026). Re-centering professional learning in place: Mentoring and the renewal of regional educators. Australian and International Journal of Rural Education, 1–11. Retrieved from https://www.journal.spera.asn.au/index.php/AIJRE/article/view/929

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Issue

Online First

Section

RURAL CONNECTIONS: CELEBRATING SCHOOLS AND COMMUNITIES

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