Mentoring secondary English trainee teachers a case study.pdf (278.49 kB)
Mentoring secondary English trainee teachers: a case study
This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing secondary English trainee teachers’ knowledge, understanding and practice in England. It considers to what extent the development of trainees is supported by current mentor practices and the initial teacher education (ITE) Mentor Standards, as well as how mentoring can be strengthened to support both trainees’ and mentors’ own development. The results highlight several areas of development for mentors and suggest, perhaps, that mentoring needs to be reconceptualised to allow both trainees and mentors to learn to reflect more deeply together, by shifting from the current individualistic, hierarchical, performance-based model to one that is more collaborative, dialogic and focused on deep learning.
History
Publication status
- Published
File Version
- Accepted version
Journal
English in EducationISSN
0425-0494Publisher
Taylor & FrancisExternal DOI
Issue
3Volume
54Page range
251-264Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2020-11-03First Open Access (FOA) Date
2021-12-13First Compliant Deposit (FCD) Date
2020-11-02Usage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC