Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a 'foundation stone' of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning teachers' professional learning observed closely in six case study schools in different settings across the state. One-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) indicated the relevance of internship to initial teacher education programs and established the importance of mentoring support in beginning teachers' professional learning in the induction year. The case studies also identified key practices, conditions and professional interactions that sustained transmission, transactional and transformational approaches to teacher learning. The complementary qualitative and quantita...

Mentoring and Beginning Teachers' Workplace Learning

Researching Teacher Education: New Perspectives on Practice, Performance, and Policy, Multi-Site Teacher Education Research Project (MUSTER), Synthesis Report

Additional Information: This peer reviewed book arises from the largest education research project funded by DFID before 2005 and is part of a portfolio of publications including six books and 37 discussion papers, as well as a special issue of IJED and other publications several of which were authored by Lewin. It synthesises fieldwork involving more than 50 researchers over three years. DFID has recognised this as a best practice example of funded research in education. It has directly affected policy and practice in all the participating countries including national Teacher Education commissions. It was cited in the recent UK based Commission on Africa, has influenced UK aid policy, and directly resulted in several national reforms of Teacher Education prompted by team members. It provides a unique source of empirical analyses of teacher education and identifies ways of improving policy and practice. ISBN 10: 186192545X Schools and Departments: School of Education and Social Work > Education

Researching Teacher Education: New Perspectives on Practice, Performance and Policy

This research project is located in the present context of raising standards in initial teacher training. It is designed to identify similarities and differences in the way in which teachers perceive themselves in the role of 'mentor' in school-based teacher training in England and Germany. The aim of this study is to compare and evaluate concepts and procedures in mentoring with reference to the cultural and structural framework determining each setting. It focuses on the mentor's role in terms of 'adviser', 'trainer', 'partner', 'friend', 'assessor' and examines the extent to which these aspects of mentoring influence the development of beginning teachers. Following a qualitative approach, data collection took place by means of questionnaires and recorded interviews. By giving mentors their own voice in the form of direct speech statements, the data represent a range of individual perspectives. Aspects of similarity and difference between the two systems are used to raise generic as well as culturally s...

Mentors' Perceptions of Their Roles in School-based Teacher Training in England and Germany

We position teaching as a complex, creative profession and have an expectation that practicum should support the reflexive, possibility-thinking and risk-taking creative endeavours of the beginning teacher. This paper reports on a series of studies that explored shared understandings and effectiveness of relationships and roles of practicum partners. Although we found there is considerable good intent within the practicum, the situation has been shown to be less than ideal for all members of the partnership. Rather than providing solutions to this situation, we raise issues for teacher educators to consider carefully in relation to practicum relationships.

Problematising Practicum Relationships: Questioning the "Taken for Granted".

An ongoing research project has been focusing on the changing roles of colleagues based both in school and in college who are involved in the supervision of students in school and on their professional development needs. This article focuses on three elements of the research findings which we have obtained from the collation and analysis of the evaluations of the programmes so far. box Aspects of the training which have been most useful box Issues arising from the meetings of the mentor support groups box Implications for the continuing professional development and career development of the mentors The findings have been further informed by a series of semi‐structured interviews.

Mentoring and the Professional Development of Teachers

Higher Education Institutions and Primary schools are developing new partnerships in Initial Teacher Education. The roles and responsibilities are changing, not only for teachers supporting students in school, but for tutors in Higher Education who supervise the students' experience. This paper draws on information gathered from tutors supervising students working in school. How are the many changes in Initial Teacher Education impinging on tutors? Factors which are driving the change, ways of raising awareness are identified and some issues are considered which relate to supporting the changing role.

The Changing Role of the School Experience Tutor

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Mentoring and the Professional Development of Teachers

The Changing Role of the School Experience Tutor