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"This is a very useful book for teacher educators and for teacher mentors, particularly for those who are following a formal course in mentoring as a module for a higher degree. It would also be a valuable resource in a staffroom library in a school committed to school-based teacher training and should stimulate discussion amongst teachers, perhaps suggesting topics for discussion on an in-service day." - Educational Studies "I found that the book has much to offer nurse teachers and nurse practitioners...It should prove an excellent guide and reference source in helping nurse teachers provide effective supervision." - Nursing Times "The book allows the reader to gain a clear, systematic approach tomentoring and mentoring related questions. It adds clarity and purpose in terms of content to the roles and responsibilities of mentoring within a school-based scheme. Its strength lies in its clear structure,theoretical perspective and support it provides for mentors. The bookwill be ofgreat value for any mentor and mentor trainer embarking onthe new route to Initial Teacher Training." - British Educational Research Journal "Peter Tomlinson's book is particularly welcomebecause while it deals with the 'how to' issues it does not duck the wider and deeper contextual and pedagogical issues that are implicit in the mentoring role..this book will push its way to the front. Anyonewanting to think seriously about mentoring ought to read it."- T.E.S. "...a highly valuable contribution to the knowledge base of those involved in the education and training of teachers." - Teacher and Teaching Education "This book should be read by those involved in the provisionof mentor training and tothe growing number of teachers reading higher degrees, especially those with a particular interest in supporting teacher preparation. I would hope too that the book would be availablein schools as the seriousness of the treatment is a just reflection of the significance of the teacher mentor's role in the professional development of teachers." - British Journal of Educational Studies "The book allows the reader to gain a clear, systematic approach to mentoring andmentoring-related questions. It adds clarity and purpose in terms of content to the roles and responsibilities of mentoring within a school-based scheme. Its strength lies in itsclear structure, theoretical perspective and support it provides for mentors. The book will be of great value for any mentor and mentor training embarking on the new routeto Initial Teacher Training." - British Educational ResearchJournal "Educationally speaking this isn't half a good book. In fact, rather more than halfa good book. Psychologically speaking, I think it's one whole good book...this is the best book yet on school-based teacher education." - British Journal of Educational Psychology
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The current move to school-based mentoring offers the possibility of considerable improvement over traditional arrangements for initial teacher preparation. But this opportunity will only be realized if old assumptions about theory and practice are modified and new practices based on a better understanding of ways in which effective teaching may be acquired. Starting from the assumption that practising teachers already possess many resources relevant to mentoring, Understanding Mentoring offers practical strategies and programmes for mentoring in the context of recent work on intelligent skill development, professional thinking and learning, counselling and helping strategies, and the nature and assessment of teaching competence. It should therefore be a useful resource for teachers taking on a mentoring role, and for those engaged in training and academic courses on school-based teacher education.
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First Sentence
In a number of countries at present initial teacher preparation is undergoing an important transition from settings and systems dominated by separate, often higher education institutions (HEIs), to being situated much more in schools themselves. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
In a number of countries at present initial teacher preparation is undergoing an important transition from settings and systems dominated by separate, often higher education institutions (HEIs), to being situated much more in schools themselves. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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