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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).

Record type: Article

Abstract

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.

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Submitted date: August 2008
Published date: February 2009
Keywords: research, initial teacher education, mentors, mentoring practice

Identifiers

Local EPrints ID: 79490
URI: http://eprints.soton.ac.uk/id/eprint/79490
ISSN: 1469-9745
PURE UUID: 59543d31-7828-469b-a730-4757452628b1

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Date deposited: 16 Mar 2010
Last modified: 18 Jul 2017 23:17

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Contributors

Author: Tim Cain

University divisions

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