Mentoring trainee teachers: how can mentors use research?

Cain, Tim (2009) Mentoring trainee teachers: how can mentors use research? Mentoring & Tutoring: Partnership in Learning, 17, (1), pp. 53-66. (doi:10.1080/13611260802233498).

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This review explores ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships.

The second part presents four ways in which mentors might engage with this literature: 1) generalisations, generated by research, can inform practice directly; 2) mentoring can be better understood by reference to theoretical frameworks derived from the literature; 3) in-depth case studies can provide vicarious experiences of mentoring; and 4) mentors might use research methods to inquire into their own practice.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/13611260802233498
ISSNs: 1469-9745 (print)
Keywords: research, initial teacher education, mentors, mentoring practice
ePrint ID: 79490
Date :
Date Event
August 2008Submitted
February 2009Published
Date Deposited: 16 Mar 2010
Last Modified: 18 Apr 2017 20:14
Further Information:Google Scholar

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