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Wolverhampton Intellectual Repository and E-Theses > Institute for Learning Enhancement (formerly CELT) > Institute for Learning Enhancement (ILE) > Mentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentors

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/3675
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Title: Mentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentors
Authors: Hughes, Julie
Stokes, Michael
Citation: CELT Learning and Teaching Projects 2003/04
Publisher: University of Wolverhampton
Issue Date: 2004
URI: http://hdl.handle.net/2436/3675
Additional Links: http://www.wlv.ac.uk/celt
Abstract: Each pre or in-service student registered on the University of Wolverhampton's PGCE course is allocated an observer who assesses his or her teaching practice. Prior to September 2002 the observer's title was that of work-based assessor. However, the PGCE team felt that the role undertaken and the responsibilities inherent in the support and observation of the development of teaching practice were dimished somewhat by the use of this rather technical label. The title "Teaching Mentor" was adopted in September 2002. This research reflects the PCE (post-compulsory education) team's attempts to ensure that the shift was not simply semantic, but instead may be seen to be ahead of sectoral developments in its focus upon the individuals who mentor new or unqualified teachers and upon their education and training needs.
Type: Book chapter
Language: en
Description: Report of a CELT project on supporting students through innovation and research
Keywords: Mentoring
PGCE
Teacher education
Continuing Professional Development
Mentors
Newly qualified teachers
Students
ISBN: 0954211642
Appears in Collections: Institute for Learning Enhancement (ILE)

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