Mentoring Student Teachers: The Growth of Professional Knowledge

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Overview

In the UK and elsewhere, the training of teachers is increasingly seen as a matter of partnership between schools and institutions of higher education. There is thus an urgent need within the profession to define more carefully what the role of teachers acting as mentors should be. Clearly some aspects of professional knowledge can only be acquired from practical experience in school, and this book draws on extensive research on students' school-based learning to isolate and analyse those aspects. Like any form of teaching, mentoring, the authors suggest, must be built on a clear understanding of the learning processes it is intended to support. In this book, they report on their research into the nature of students' school-based learning and what this means for the role of the mentor.
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Product Details

  • ISBN-13: 9780415113939
  • Publisher: Taylor & Francis
  • Publication date: 3/7/1995
  • Pages: 224
  • Age range: 18 years
  • Product dimensions: 5.50 (w) x 8.50 (h) x 0.63 (d)

Table of Contents

Acknowledgements
Introduction
1 Practice makes perfect? The development of school-based teacher education in Britain 1
2 Learning to teach - the competency-based model 26
3 Learning to teach - the reflective practitioner model 37
4 The aims and methods of the project 55
5 Stages of student development 68
6 Learning for classroom management and control 100
7 Learning about 'good ideas' for teaching 130
8 Practical professional knowledge and student learning 163
9 Mentoring and the growth of professional knowledge 178
References 196
Index 206
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