Mentoring trainee teachers: how can mentors use research?

Tim Cain

Research output: Contribution to journalArticle

16 Citations (Scopus)
59 Downloads (Pure)

Abstract

This review explores ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships. The second part presents four ways in which mentors might engage with this literature: (1) generalisations, generated by research, can inform practice directly; (2) mentoring can be better understood by reference to theoretical frameworks derived from the literature; (3) in‐depth case studies can provide vicarious experiences of mentoring; and (4) mentors might use research methods to inquire into their own practice.
Original languageEnglish
Pages (from-to)53-66
JournalMentoring & Tutoring: Partnership in Learning
Volume17
Issue number1
DOIs
Publication statusPublished - 2009

Keywords

  • research
  • initial teacher education
  • mentors
  • mentoring practice

Fingerprint Dive into the research topics of 'Mentoring trainee teachers: how can mentors use research?'. Together they form a unique fingerprint.

  • Cite this