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Judgemental and Developmental Mentoring in Further Education Initial Teacher Education in England: Mentor and Mentee Perspectives
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Manning, Catherine; Hobson, Andrew J. – Research in Post-Compulsory Education, 2017
This article presents findings from a study which sought to identify the extent to which trainee teachers and their mentors considered their mentoring experiences and approaches to be judgemental or developmental. The article draws on a case study of trainee teachers and mentors on an Initial Teacher Education programme at a further education…
Descriptors: Mentors, Foreign Countries, Interviews, Interpersonal Relationship
Expansive and Restrictive Approaches to Professionalism in FE Colleges: The Observation of Teaching and Learning as a Case in Point
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O'Leary, Matt – Research in Post-Compulsory Education, 2013
What it means to be a "professional" in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under…
Descriptors: Foreign Countries, Professional Identity, Professional Continuing Education, Teacher Education