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).
This is the latest version of this item.
Microsoft Word PrePrint.doc
- Author's Original
Restricted to Registered users only
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.
|Digital Object Identifier (DOI):||doi:10.1080/13611260802233498|
|Keywords:||research, initial teacher education, mentors, mentoring practice|
|Date Deposited:||16 Mar 2010|
|Last Modified:||18 Apr 2017 20:14|
|Further Information:||Google Scholar|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Available Versions of this Item
Mentoring trainee teachers: how can mentors use research? (deposited 09 Mar 2009)
- Mentoring trainee teachers: how can mentors use research? (deposited 16 Mar 2010) [Currently Displayed]
Actions (login required)