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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 2003/04
dc.identifier.isbn0954211642
dc.identifier.urihttp://hdl.handle.net/2436/3675
dc.descriptionReport of a CELT project on supporting students through innovation and research
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.
dc.format.extent80813 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectStudents
dc.subjectMentoring
dc.subjectPGCE
dc.subjectTeacher education
dc.subjectContinuing Professional Development
dc.subjectMentors
dc.subjectNewly qualified teachers
dc.titleMentoring the mentors: a critical reflection of the process of designing and supporting mentor training for post-compulsory sector teaching mentors
dc.typeChapter in book
refterms.dateFOA2018-08-21T11:42:54Z
html.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.


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