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Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

Bailey, Wayne and Schoch, Judith (2011) Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach. Teaching in lifelong learning: a journal to inform and improve practice, 3 (1). pp. 4-15. ISSN 2040-0993

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    Abstract

    This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs) with their role of mentoring trainees on Initial Teacher Training (ITT) courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS) where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM) with such an important role.

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    Item Type: Article
    Subjects: L Education > L Education (General)
    L Education > LC Special aspects of education
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Technology Enhanced Learning Research Group
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    References:

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    Depositing User: Cherry Edmunds
    Date Deposited: 20 Sep 2011 13:01
    Last Modified: 14 Aug 2013 11:08
    URI: http://eprints.hud.ac.uk/id/eprint/11511

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