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. ISSN 1361-1267 DOI https://doi.org/10.1080/13611260802233498

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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.

Item Type: Article
Uncontrolled Keywords: research, initial teacher education, mentors, mentoring practice
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Education
Date Deposited: 11 Oct 2011 09:58
URI: http://repository.edgehill.ac.uk/id/eprint/3492

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