| Mentoring Student Teachers: The Growth of Professional Knowledge Contributor(s): Furlong, John (Author), Maynard, Trisha (Author) |
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ISBN: 0415113946 ISBN-13: 9780415113946 Publisher: Routledge OUR PRICE: $54.10 Product Type: Paperback - Other Formats Published: February 1995 Annotation: The training of teachers is increasingly seen as a matter of partnership between schools and institutions of higher education. There is thus an urgent need within the profession to define more carefully what the role of teachers acting as mentors should be. br br Clearly, since some aspects of professional knowledge can only be acquired from practical experience in school, hands-on, school-based work assumes a central role in professional preparation. b /b b i Mentoring Student Teachers /i /b draws on extensive research into students' school-based learning to isolate and analyze those aspects. Like any form of teaching, mentoring, the authors suggest, must be built on a clear understanding of the learning processes it is intended to support. In this book, they report on how students develop their own practical professional knowledge while they are in school and what the role of mentor should be in supporting this highly complex process. |
| Additional Information |
| BISAC Categories: - Education | Research |
| Dewey: 370.733 |
| LCCN: 94029165 |
| Physical Information: 0.51" H x 5.5" W x 8.5" (0.64 lbs) 224 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: In the UK and elsewhere, the training of teachers is increasingly seen as a matter of partnership between schools and institutions of higher education. There is thus an urgent need within the profession to define more carefully what the role of teachers acting as mentors should be. Clearly some aspects of professional knowledge can only be acquired from practical experience in school, and this book draws on extensive research on students' school-based learning to isolate and analyse those aspects. Like any form of teaching, mentoring, the authors suggest, must be built on a clear understanding of the learning processes it is intended to support. In this book, they report on their research into the nature of students' school-based learning and what this means for the role of the mentoring. |