Full Description
An evidence-informed guide to effective mentoring in initial teacher education.
Reflecting the 2024 ITE Criteria and latest inspection framework, it is perfect for HE lecturers in education and Initial Teacher Education (ITE) mentors within schools. Accessibly written, it covers the most recent developments in ITE policy and the evolving roles and responsibilities of the school-based mentor.
From 2024, mentors are required to undertake significantly more training than previously, and ITE partnerships are required to develop the role of lead mentor. This timely book supports ITE partnerships and individual mentors in navigating these changes. It prepares readers by outlining the relevant developments in ITE policy, specifically looking at the implications for the roles and responsibilities of mentors.
This book emphasises the shift for ITE mentors from the role of 'assessor' to teacher development. Each chapter is enriched with evidence-informed research and critical questions. Topics include:
the ITE curriculum,
inclusive, phase- and subject-specific mentoring,
trainee progress,
the principles and models of generic mentoring, and
mentoring early career teachers.
There is also a chapter dedicated to supporting trainee's workload and mental health including DfE guidance on reducing workload for trainees, reducing cognitive load, and pastoral care in ITE.
Contents
Introduction 1. The ITE policy context 2. Principles, models and approaches of generic mentoring 3. The ITE curriculum and the implications for mentors 4. Inclusive mentoring 5. Subject and phase-specific mentoring 6. Subject-specific feedback: A toolkit for mentors 7. Assessing trainee progress and target setting 8. Educational research for mentors 9. Supporting trainees' workload and mental health 10. Mentoring early career teachers Conclusion
