Mentoring student teachers
Subtitle: the growth of professional knowledge
By: John Furlong and Trisha Maynard.
Contributors: Maynard, Trisha.
Publisher: Routledge
Published: 1995
Place of publication: London; New York
Language: eng
Number of pages: 210
Subjects: Student teaching -- Great Britain.; Mentoring in education -- Great Britain.
Description: 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.
Notes: Includes bibliographical references (p. [196]-205) and index.