Eliahoo, Rebecca (2009) Meeting the potential for mentoring in Initial Teacher Education: mentors’ perspectives from the Lifelong Learning Sector. Teaching in lifelong learning: a journal to inform and improve practice, 1 (2). pp. 64-75. ISSN 2040-0993
- Accepted Version
The Lifelong Learning Sector’s very diversity has produced a variety of mentoring practice, contested notions of subject pedagogy, and a continuum of mentoring from the ‘jobsworth’ to the master mentor. This article reports on two linked action research projects which investigate the context and challenges of mentoring in the Lifelong Learning Sector (LLS) following a raft of reforms to Initial Teacher Training (ITT) (DfES, 2002; DfES, 2004; Ofsted, 2003). In the research, mentors were asked to reflect on their experiences, interpretations of and training for their role and how they support subject pedagogy. The conclusion suggests that the government’s and regulatory bodies’ conflation of subject knowledge with subject pedagogy adds to the lack of coherent policy towards mentoring teacher trainees in the LLS; that mentor training should be re-focused; and that mentoring should be as well funded and supported in the LLS as it is in the schools sector.▼ Jump to Download Statistics
|Subjects:||L Education > LC Special aspects of education|
Bozeman, B., Feeney, M.K. (2007) ‘Toward a Useful Theory of Mentoring: A Conceptual Analysis and Critique’ Administration & Society Vol. 39, No. 6, pp. 719-739. http://dx.doi.org/10.1177/0095399707304119
Coffield, F. (2008) Just Suppose Teaching And Learning Became The First Priority. London: Learning and Skills Network.
Colley, H. (2002) ‘A Rough Guide To The History Of Mentoring From A Marxist Feminist Perspective’ Journal of Education for Teaching Vol. 28, No. 3, pp. 257-273. http://dx.doi.org/10.1080/0260747022000021403
Crawley, J. (2005) In At The Deep End London: David Fulton.
Cunningham, B. (2005) Mentoring Teachers in Post Compulsory Education. London: David Fulton Publishers.
Cunningham, B. (2007) ‘All The Right Features: Towards An “Architecture” For Mentoring Trainee Teachers In UK Further Education Colleges’, Journal of Education for Teaching Vol. 33, No. 1, pp. 83 – 97. http://dx.doi.org/10.1080/02607470601098351
Curzon, L. B. (2004) Teaching in Further Education: An Outline of Principles and Practice London: Continuum.
DfES (2002) Success for All: Reforming Further Education and Training. London: Department for Education and Skills.
DfES (2004) Equipping our Teachers for the Future: Reforming Initial Teacher Training for the Learning and Skills Sector. London: Department for Education and Skills.
Edward, S., Coffield, F., Steer, R., Gregson, M. (2007) ‘Endless Change In The Learning And Skills Sector: The Impact On Teaching Staff’, Journal of Vocational Education and Training Vol. 59, No. 2, pp. 155-173. http://dx.doi.org/10.1080/13636820701342483
Eliahoo, R. (2008) Case Study On The Impact Of The New Mentoring Requirements On The Quality Of ITT In Adult And Community Learning. London: QIA.
Feldman, D.C. (1999) ‘Toxic Mentors Or Toxic Protégés? A Critical Re-Examination Of Dysfunctional Mentoring’ Human Resource Management Review Vol. 9, No. 3, pp. 247-278. http://dx.doi.org/10.1016/S1053-4822(99)00021-2
FENTO (2001) Mentoring Towards Excellence. Coventry: LSC.
Fisher, R., Webb, K. (2006) ‘Subject Specialist Pedagogy And Initial Teacher Training For The Learning And Skills Sector In England: The Context, A Response And Some Critical Issues’ Journal of Further and Higher Education Vol. 30, No. 4, pp. 337-349. http://dx.doi.org/10.1080/03098770600965367
Hankey, J. (2004) ‘The Good, the Bad and Other Considerations: Reflections on Mentoring Trainee Teachers in Post-compulsory Education’, Research in Post-Compulsory Education Vol. 9, No. 3, pp. 389-400. http://dx.doi.org/10.1080/13596740400200185
Ingleby, E., Hunt, J. (2008) ‘The CPD Needs Of Mentors In Post-Compulsory Initial Teacher Training In England’ Journal of In-Service Education, Vol. 34, No. 1, pp. 61-74. http://dx.doi.org/10.1080/13674580701828237
Kram, K. (1985) ‘Improving the Mentoring Process’, Training and Development Journal Vol. 39, No. 4, pp. 40-43.
Lucas, N. (2007) ‘Rethinking Initial Teacher Education For Further Education Teachers: From A Standards-Led To A Knowledge-Based Approach’ Teaching Education Vol. 18, No. 2, pp. 93-106. http://dx.doi.org/10.1080/10476210701325077
McDowall-Long, K. (2004) ‘Mentoring Relationships: Implications For Practitioners And Suggestions For Future Research’, Human Resource Development International Vol. 7, No. 4, pp. 519-534. http://dx.doi.org/10.1080/1367886042000299816
Noe, R.A. (1988) ‘An Investigation Of The Determinants Of Successful Assigned Mentoring Relationships’, Personnel Psychology Vol. 41, No. 1, pp. 457-479. http://dx.doi.org/10.1111/j.1744-6570.1988.tb00638.x
Ofsted (2003) The Initial Training Of Further Education Teachers: A Survey. London: Ofsted.
Ofsted (2006) The Initial Training Of Further Education Teachers. London: Ofsted.
Ofsted (2008a) The Initial Training Of Further Education Teachers: Findings From 2006/07 Inspections Of Courses Leading To National Awarding Body Qualifications. London: Ofsted.
Ofsted (2008b) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2007/08. Ofsted, London
Ofsted (2009) The Initial Training Of Further Education Teachers. London: Ofsted.
Rogers, C.R. (1969) Freedom to Learn. Columbus: Charles Merril.
Samson, A. (2008) The Impact Of The New Reforms On Teachers Of Vocation Subjects, Including Work-Based Learning: A Case Study. London: QIA.
Schon (1983) ‘From Technical Rationality To Reflection-Inaction’, in Harrison, R., Reeve, F., Hanson, A., Clarke, J. (eds) Supporting Lifelong Learning: Vol. 1: Perspectives on Learning. London: RoutledgeFalmer, p. 40-61.
Standards Unit (2007) ITT Pilot Resources. DfES Standards Unit.
Thomson, A. (2009) ‘Sector exceeds success targets’ Times Educational Supplement [online] Available at: www.tes.co.uk/article.aspx?storycode=6011963 [Accessed on 5 May 2009].
Thompson, R. and Robinson, D. (2008) ‘Changing Step Or Marking Time?’ Teacher Education Reforms For The Learning And Skills Sector In England’ Journal of Further and Higher Education Vol. 32, No. 2, pp. 161-173. http://dx.doi.org/10.1080/03098770801975330
Tusting, K., Barton, D. (2003) Models Of Adult Learning: A Literature Review. Leicester: NIACE.
|Depositing User:||Cherry Edmunds|
|Date Deposited:||27 Jul 2011 14:49|
|Last Modified:||01 Dec 2016 01:32|
Downloads per month over past year
Repository Staff Only: item control page