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1.
Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training (ITT). Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number of tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised.  相似文献   

2.

In the late 1990s teachers acting as mentors play a key role in initial teacher training (ITT). This article reports the findings of a study which examined student teachers' perceptions of 'good' practice in mentoring. Given that certain parallels have been drawn between the nineteenth-century pupil-teacher scheme and school-based ITT, the work of Lave and Wenger (1991) who see apprenticeship as central to learning was used as a framework for analysing the data. The study highlighted the significance of the affective in student teachers' school-based learning. But it also highlighted the significance of the affective in mentors' practice: e.g. mentors' feelings of vulnerability. The way in which students responded to mentors in this respect - how far they were able to 'manage' their mentors - ultimately contributed to the success of students' placements. The article concludes that the possession of mentoring skills alone will not guarantee that students receive appropriate support.  相似文献   

3.
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4.
This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new ‘professional multilingualism’.  相似文献   

5.
As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students’ personal and educational gains through serving as mentors to high school students in a work-study mentoring program for increasing college access. Drawing on interviews with 14 mentors and other program staff, the researchers examined the following research question: In what ways did student mentors in the G-Force Mentoring Program grow and develop as a result of their mentor experience? Findings included mentor growth in three key categories: (a) self-development and awareness, (b) skill development, and (c) career development. Implications for practice and future research are offered.  相似文献   

6.

This article provides a comparative study of the time demands created by basing initial teacher training (ITT) in secondary and in primary schools. It has been written in response to Cross's study of primary ITT ( Mentoring & Tutoring , 7(1)) and makes use of findings from a survey of secondary ITT in which the author was involved. Although the two studies on which this article is based are different in their scope, scale and methodology, their findings regarding the central importance of time to the viability of school-based ITT are remarkably consistent. Both highlight the way in which successful training depends on mentors giving far more than the official minima of mentoring time to which student teachers are entitled by courses. They also demonstrate the tension which exists between 'school time' (i.e. the timetable) and the time requirements of ITT.  相似文献   

7.
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill‐prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found in the literature. Some implications and possible ways forward for interdisciplinary ESD in teacher education partnerships are discussed.  相似文献   

8.
This article presents findings from a study of teachers' development conducted in a large English 'comprehensive' school during a period of intense educational reform. In particular, it considers the ways in which experienced teachers contributed to and claimed benefit from a new national system of school-based initial teacher training (ITT). In addition to outlining the professional development possibilities for experienced teachers involved in school-based ITT, the article highlights a range of factors that appeared to constrain this development. By drawing on the English experience, the paper considers the implications of recent Danish policy related to school-focused teacher education, both in terms of the potential benefits for experienced teachers from involvement in such training, as well as more generally in terms of the quality and appropriateness of such forms of teacher preparation.  相似文献   

9.
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10.
Mentoring student-teachers and novice teachers constitutes a critical factor in teacher-education programmes and yet, little emphasis has been placed on the mentors themselves, particularly in relation to their own professional development (PD) and the construction of their identities. Does it really matter? This study investigates two groups of mentors: one group who received professional training and one group who received no professional training. The research questions address how mentors perceive their role, what preparation they receive to serve as effective mentors, and what are their professional needs. The study illuminates essential aspects of the mentors’ role perception and the impact of mentoring education on the professional identity of mentors. The implications are that low involvement in PD workshops could be linked to the uncertainty in mentors’ own self-perception as mentors. How mentors perceive their roles does matter if they wish to gain recognition by significant others within their institutions. Likewise, schools need to provide a supportive culture which is fundamental to identity construction.  相似文献   

11.
This is an account of a study, conducted over the period of one extended school placement lasting a term, which monitored the dialogues between student teachers undertaking their school-based initial training and their mentors. The study took place in the context of the increasing emphasis placed on pupil assessment in England and Wales and the increasing prominence of school-based work in initial teacher training. This particular analysis focuses on the extent and kind of attention within the dialogues given to the assessment of pupil learning, and the ways in which school-based mentors model assessment practice through their formative discussions with student teachers. The evidence suggests that the dialogues are tending to define assessment in terms of examinations, tests and class control rather than in terms of pupil learning. While this suggests that there is scope for continued development of the mentoring role and the interpretation of initial teaching competences, it also adds to existing evidence that pupil-assessment is an area of difficulty for many experienced teachers.  相似文献   

12.
《师资教育杂志》2012,38(1):25-43

Initial Teacher Training (ITT) in England is experiencing a crisis in recruitment to one-year postgraduate courses of training for specialist subject teaching in secondary schools (post 11 years). Against this background, it is important that those students who are admitted to ITT courses are retained. However, ITT providers are experiencing increased withdrawal rates. This article reports on a small-scale research project focusing on the following: the reasons why students withdraw from courses; how these reasons correlate with the views of schools where students are on teaching practice; and what measures course management could take to reduce the rate of withdrawal.  相似文献   

13.
This paper focuses upon open and distance learning initial teacher education in both primary and secondary sectors and explores the ways in which mentors challenge PGCE students in their professional thinking and classroom practice. It draws upon ethnographic research on mentors and student teachers during one presentation of the course. The data are based on observations of mentors working with students on final student placement, conversations with specialist subject mentor trainers as well as questionnaire and other source material. An analysis of how mentors articulate their knowledge base; the dialogue between mentor and student and the challenge of moving from novice to expert for the student teacher are all considered. Our conclusions have implications for all ITT and will also be a source of valuable practical help for student teachers and mentors.  相似文献   

14.
This paper examines perceptions of roles and responsibilities in primary and secondary initial teacher education following a sustained period of increase in the involvement of schools. The paper reports findings from a survey of higher education staff, school-based mentors and student teachers, which sought information about their perceptions of roles and responsibilities. A postal survey was followed up by telephone interviews. We found broad levels of agreement between all three partners in the training process and across primary and secondary phases. We found no evidence of a wish on the part of schools to assume greater responsibility for training student teachers. All three parties involved in the survey were able to articulate clearly areas of student professional development where they see complementary roles for school and higher education.  相似文献   

15.
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’.  相似文献   

16.
校本教师培训的合理性追究   总被引：18，自引：0，他引：18  
校本培训的核心理念应为:秉持终身教育思想和教师专业化理念,把学校视为教师发展的家园,以教育教学实践中的问题为中心,强调在教、学、研一体化中教师的主动参与和探究,通过解决实际问题促进教师自身素养的提高和专业发展,彰显教师的个体生命价值。校本培训的显著特征在于:突出培训内容的针对性、方法的灵活性和目标的实践性,强调培训重心的基层化、对象的全员化和时间的全程化。现代知识向后现代知识的转型为校本培训提供了理论上的辩护与支撑。文化反哺则对传统“师教生学”的师生观予以解构,学生成为校本培训中教师的重要学习资源。应该理性考量校本培训的价值和作用,避免其被夸大或被贬损两种不良倾向  相似文献   

17.
Although school-based initial teacher training (ITT) has been studied extensively, little attention has been paid to the subject of this paper: its impact on pupils. The findings reported here are part of a larger investigation into the costs and benefits of ITT in secondary schools. This paper explores the implications of school-based ITT for pupils from the perspective of four groups of teachers: two groups with formal mentoring responsibilities; class teachers with no designated role in the mentoring processes and headteachers. Their views on matters such as effects on pupil discipline, pupil motivation, curriculum continuity and parental perceptions of a school are examined. Received wisdom on some of these topics is cast in an unexpected light by the results reported here.  相似文献   

18.
This article reports findings from a small-scale study of secondary student teachers' evaluations of one-year, postgraduate initial teacher training (ITT) programmes in England [1]. Data were collected via in-depth interviews with 16 student teachers and self-complete questionnaires completed by 224 student teachers from four training courses in central and northern England. The findings suggest that, in line with studies conducted prior to the shift towards school-based training in the early 1990s, some student teachers today remain unconvinced about the utility of ‘theoretical’ components of their training courses. The author examines what some student teachers mean and understand by ‘theory’, suggests a three-fold typology of student teachers, relating to their approaches to learning to teach, and considers some implications for the tutoring process in ITT.  相似文献   

19.
Skills and awareness of young pedestrians can be improved with on‐street practical pedestrian training, often delivered in schools in the UK by local authorities with the intention of improving road safety. This training is often supplemented by in‐class paper‐based worksheet activities that are seen to be less effective than practical training in that they focus on knowledge acquisition rather than directly improving the correct application of safe pedestrian skills at the roadside. Previous research indicates that interactive video tools have the potential to develop procedural skills while offering an engaging road safety educational experience, which could positively impact on road crossing behaviour. In this paper, the design and development of a hazard‐identification interactive road safety training video targeting child road crossing skills is presented. The interactive video was shown to be an engaging training resource for 6‐ to 7‐year‐old children. The tool's scope for improving pedestrians' roadside skills is considered along with the wider implications for interactive video to aid safety training in other areas.  相似文献   

20.

This article investigates a tension in mentoring in secondary Initial Teacher Training (ITT) in England and Wales. Neither the ITT Standards nor the literature clarify which mentor strategies can be effective in the particular domain of the post-16 classroom. A case study was conducted on a sample of distance learning Postgraduate Certificate in Education (PGCE) students and their mentors as the former learned to teach post-16. Five research instruments were developed and used iteratively to generate qualitative data. This revealed that ITT mentoring is inconsistent in relation to post-16 teaching. While some mentor support was given, opportunities presented for challenge were not taken up. The results illuminate the need for more effective models of post-16 mentoring in ITT, including the use of challenge alongside support. The conclusions have implications for mentors in secondary ITT, and will be a source of help for student teachers.  相似文献   

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