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    The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education

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    Authors
    Thompson, Carol
    Affiliation
    University of Bedfordshire
    Issue Date
    2016-08-05
    Subjects
    post-compulsory education
    mentoring
    N224 Management and Organisation of Education
    
    Metadata
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    Abstract
    This paper explores the impact of subject-specific mentoring within post-compulsory education. Using questionnaires and semistructured interviews, it considers those factors considered ‘most useful’ to teachers in training. The findings suggest that, contrary to the views espoused by bodies such as the Office for Standards in Education, Children’s Services and Skills, mentors have a limited impact on the effectiveness of teacher education. Reasons for this are examined, including the context in which most trainees and mentors work as well as the restrictions created by initial teacher education frameworks. A more productive approach to supporting postcompulsory education trainees is explored through the development of a collaborative and democratic model of mentoring.
    Citation
    Thompson C (2016) 'The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education', Research in Post-Compulsory Education, 21 (3), pp.246-259.
    Publisher
    Taylor and Francis
    Journal
    Research in Post-Compulsory Education
    URI
    http://hdl.handle.net/10547/623550
    DOI
    10.1080/13596748.2016.1195172
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/13596748.2016.1195172
    Type
    Article
    Language
    en
    ISSN
    1359-6748
    EISSN
    1747-5112
    ae974a485f413a2113503eed53cd6c53
    10.1080/13596748.2016.1195172
    Scopus Count
    Collections
    Education

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