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dc.contributor.authorThompson, Carolen
dc.date.accessioned2019-10-22T09:35:48Z
dc.date.available2019-10-22T09:35:48Z
dc.date.issued2016-08-05
dc.identifier.citationThompson 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.en
dc.identifier.issn1359-6748
dc.identifier.doi10.1080/13596748.2016.1195172
dc.identifier.urihttp://hdl.handle.net/10547/623550
dc.description.abstractThis 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.
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/13596748.2016.1195172en
dc.subjectpost-compulsory educationen
dc.subjectmentoringen
dc.subjectN224 Management and Organisation of Educationen
dc.titleThe magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory educationen
dc.typeArticleen
dc.identifier.eissn1747-5112
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalResearch in Post-Compulsory Educationen
dc.date.updated2019-10-22T09:18:46Z
dc.description.noteNot chasing for full text as long past 3 months from publication
html.description.abstractThis 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.


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