Mentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentors

2.50
Hdl Handle:
http://hdl.handle.net/2436/3675
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
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.
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
Type:
Book chapter
Language:
en
Description:
Report of a CELT project on supporting students through innovation and research
ISBN:
0954211642
Appears in Collections:
Institute for Learning Enhancement (ILE)

Full metadata record

DC FieldValue Language
dc.contributor.authorHughes, Julie-
dc.contributor.authorStokes, Michael-
dc.date.accessioned2006-08-02T11:25:36Z-
dc.date.available2006-08-02T11:25:36Z-
dc.date.issued2004-
dc.identifier.citationCELT Learning and Teaching Projects 2003/04en
dc.identifier.isbn0954211642-
dc.identifier.urihttp://hdl.handle.net/2436/3675-
dc.descriptionReport of a CELT project on supporting students through innovation and researchen
dc.description.abstractEach 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.en
dc.format.extent80813 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/celten
dc.subjectMentoringen
dc.subjectPGCEen
dc.subjectTeacher educationen
dc.subjectContinuing Professional Developmenten
dc.subjectMentorsen
dc.subjectNewly qualified teachersen
dc.subjectStudents-
dc.titleMentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentorsen
dc.typeBook chapteren
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