Mentoring trainee music teachers

Cain, Timothy (2006) Mentoring trainee music teachers University of Southampton, School of Education, Doctoral Thesis , 370pp.


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This study analyses the relationships between Secondary school music trainee
teachers and the mentors who are primarily responsible for training them to teach
music. The methodology was an in-depth collective case study of a sample of trainee
music teachers and their mentors, adopting primarily the methods of non-participant
observations and interviews.

The study is located within a review of pertinent theories of mentoring and an
analysis of empirical research. This analysis compares studies of ITT mentoring in
different contexts, and demonstrates that, despite the diversity of mentoring practice,
research has produced findings which are consistent across two or more studies. The
collective case study consists of five individual cases ofmentoring relationships,
each of which is presented so as to preserve its individuality. The talk in meetings
between trainees and their mentors is then analyzed drawing on Mercer's (1995)
typology of classroom talk as exploratory, cumulative and disputational. The
analysis shows that exploratory talk has an underlying structure which is missing in
cumulative and disputational talk. Analysis ofthe talk also reveals three further types
of conversation between mentors and their trainees which are characterised as solo
conversations, short conversations and parallel monologues. The study has two
major conclusions: first, that in mentoring conversations exploratory talk is more
likely to promote productive reflection than other types of talk, and second, that the
potential for exploratory talk to promote reflection may not be fully realised by
music mentors.

Item Type: Thesis (Doctoral)
Organisations: University of Southampton
ePrint ID: 192637
Date :
Date Event
June 2006Published
Date Deposited: 11 Jul 2011 15:51
Last Modified: 18 Apr 2017 01:48
Further Information:Google Scholar

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