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Mentoring secondary English trainee teachers a case study.pdf (278.49 kB)

Mentoring secondary English trainee teachers: a case study

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journal contribution
posted on 2023-06-09, 22:02 authored by Sue PinnickSue Pinnick
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 Education

ISSN

0425-0494

Publisher

Taylor & Francis

Issue

3

Volume

54

Page range

251-264

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2020-11-03

First Open Access (FOA) Date

2021-12-13

First Compliant Deposit (FCD) Date

2020-11-02

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