Mentoring Student Teachers

This timely book discusses the issues surrounding the move towards school based teacher training. Anyone involved in the mentoring process in schools will welcome the practical advice contained within this book.

Informationen zum Autor John Furlong is a Professor, Trisha Maynard is a Senior Research Associate and Lecturer in the Department of Education at University of Wales, Swansea. Klappentext 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 mentoring. Zusammenfassung This timely book discusses the issues surrounding the move towards school based teacher training. Anyone involved in the mentoring process in schools will welcome the practical advice contained within this book. Inhaltsverzeichnis Introduction; Chapter 1 Practice makes perfect?; Chapter 2 Learning to teach the competency-based model; Chapter 3 Learning to teach the reflective practitioner model; Chapter 4 The aims and methods of the project; Chapter 5 Stages of student development; Chapter 6 Learning for classroom management and control; Chapter 7 Learning about 'good ideas' for teaching; Chapter 8 Practical professional knowledge and student learning; Chapter 9 Mentoring and the growth of professional knowledge;

Autorentext

John Furlong is a Professor,
Trisha Maynard is a Senior Research Associate and Lecturer in the Department of Education at University of Wales, Swansea.

Klappentext

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 mentoring.

Inhalt
Introduction; Chapter 1 Practice makes perfect?; Chapter 2 Learning to teach the competency-based model; Chapter 3 Learning to teach the reflective practitioner model; Chapter 4 The aims and methods of the project; Chapter 5 Stages of student development; Chapter 6 Learning for classroom management and control; Chapter 7 Learning about 'good ideas' for teaching; Chapter 8 Practical professional knowledge and student learning; Chapter 9 Mentoring and the growth of professional knowledge;