Mentoring student teachers: the growth of professional knowledge
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London [u.a.]
Routledge
1995
|
| Edition: | 1. publ. |
| Subjects: | |
| Abstract: | 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 mentor. |
| Physical Description: | XI, 210 S. |
| ISBN: | 0415113938 0415113946 |
Staff View
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| 520 | 3 | |a 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 mentor. | |
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| author | Furlong, John 1947- Maynard, Trisha |
| author_GND | (DE-588)133253384 |
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| bvnumber | BV010156899 |
| callnumber-first | L - Education |
| callnumber-label | LB2157 |
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| callnumber-search | LB2157.G7 |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 7004 |
| ctrlnum | (OCoLC)30814694 (DE-599)BVBBV010156899 |
| dewey-full | 370/.7/330941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370/.7/330941 |
| dewey-search | 370/.7/330941 |
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| discipline | Pädagogik |
| edition | 1. publ. |
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| physical | XI, 210 S. |
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| spelling | Furlong, John 1947- Verfasser (DE-588)133253384 aut Mentoring student teachers the growth of professional knowledge John Furlong and Trisha Maynard 1. publ. London [u.a.] Routledge 1995 XI, 210 S. txt rdacontent n rdamedia nc rdacarrier 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 mentor. Lerarenopleidingen gtt Mentorat en éducation - Grande-Bretagne Stages pédagogiques - Grande-Bretagne Mentoring in education Great Britain Student teaching Great Britain Betreuungslehrer (DE-588)4145015-2 gnd rswk-swf Großbritannien Großbritannien (DE-588)4022153-2 gnd rswk-swf Großbritannien (DE-588)4022153-2 g Betreuungslehrer (DE-588)4145015-2 s DE-604 Maynard, Trisha Verfasser aut |
| spellingShingle | Furlong, John 1947- Maynard, Trisha Mentoring student teachers the growth of professional knowledge Lerarenopleidingen gtt Mentorat en éducation - Grande-Bretagne Stages pédagogiques - Grande-Bretagne Mentoring in education Great Britain Student teaching Great Britain Betreuungslehrer (DE-588)4145015-2 gnd |
| subject_GND | (DE-588)4145015-2 (DE-588)4022153-2 |
| title | Mentoring student teachers the growth of professional knowledge |
| title_auth | Mentoring student teachers the growth of professional knowledge |
| title_exact_search | Mentoring student teachers the growth of professional knowledge |
| title_full | Mentoring student teachers the growth of professional knowledge John Furlong and Trisha Maynard |
| title_fullStr | Mentoring student teachers the growth of professional knowledge John Furlong and Trisha Maynard |
| title_full_unstemmed | Mentoring student teachers the growth of professional knowledge John Furlong and Trisha Maynard |
| title_short | Mentoring student teachers |
| title_sort | mentoring student teachers the growth of professional knowledge |
| title_sub | the growth of professional knowledge |
| topic | Lerarenopleidingen gtt Mentorat en éducation - Grande-Bretagne Stages pédagogiques - Grande-Bretagne Mentoring in education Great Britain Student teaching Great Britain Betreuungslehrer (DE-588)4145015-2 gnd |
| topic_facet | Lerarenopleidingen Mentorat en éducation - Grande-Bretagne Stages pédagogiques - Grande-Bretagne Mentoring in education Great Britain Student teaching Great Britain Betreuungslehrer Großbritannien |
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