LEADER 04005nam 2200697Ia 450 001 9910817836903321 005 20200520144314.0 010 $a1-135-72045-2 010 $a1-135-72046-0 010 $a1-280-14300-2 010 $a0-203-97548-0 035 $a(CKB)1000000000349677 035 $a(EBL)240212 035 $a(OCoLC)264453734 035 $a(SSID)ssj0000255933 035 $a(PQKBManifestationID)11203950 035 $a(PQKBTitleCode)TC0000255933 035 $a(PQKBWorkID)10219250 035 $a(PQKB)10051988 035 $a(MiAaPQ)EBC240212 035 $a(Au-PeEL)EBL240212 035 $a(CaPaEBR)ebr10095778 035 $a(CaONFJC)MIL14300 035 $a(OCoLC)742288665 035 $a(OCoLC)796028709 035 $a(OCoLC-P)796028709 035 $a(FlBoTFG)9780203975480 035 $a(EXLCZ)991000000000349677 100 $a19931210d1994 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeachers as mentors $ea practical guide /$fedited by Barbara and Terry Field 205 $a1st ed. 210 $aLondon ;$aWashington, D.C. $cFalmer Press$d1994 215 $a1 online resource (182 p.) 300 $aDescription based upon print version of record. 311 $a0-7507-0317-2 311 $a0-7507-0316-4 320 $aIncludes bibliographical references (p.158-163) and index. 327 $aBook Cover; Half-Title; Title; Copyright; Contents; Abbreviations; Introduction; Chapter 1 The Skills and Competencies of Beginning Teachers; Chapter 2 Towards Understanding the Lived Experience of Practising Student Teachers; Chapter 3 The Past Role of the Teacher Supervision as Socialisation; Chapter 4 The New Role of the Teacher Mentoring; Chapter 5 Towards Empowerment: An Approach to School-Based Mentoring; Chapter 6 Towards More School-Based Initial Teacher Education; Chapter 7 Integrating Theory and Practice in Teacher Education: the UEA Model of Action-research Based Teacher Education 327 $aChapter 8 The Mentoring Scheme of Warwick University and Its School Partners- One Year OnChapter 9 An Overview; References; Contributors; Index 330 8 $aAnnotation$bSchool-based teacher education is being implemented and this book explores the changing role and function of the supervisory teacher in the classroom.; The ramifications of the changes to pre-service teacher training are enormous. The staffing of some parts of universities will be affected dramatically; the distribution of funds will change; the tasks of many teachers in school will be different as they find themselves becoming teacher educators rather than supervisors in their new role as mentors. In this highly readable book, the Fields, through a series of case studies, drawn from the UK and Australia, focus on the changing roles and responsibilities of those central to the preparation of the next generation of teachers.; Chapters consider the overall effect that mentoring will have on the teaching profession. The book looks at the skills required by teachers and, in particular, the beginning teacher; the experiences of teachers in-training undergoing education programmes; teachers' supervisory roles; and how universities will be affected by the changes.; Practical guidance is given for teachers becoming mentors and how mentoring can lead to professional development and as a way forward in teachers' careers. 606 $aMentoring in education$zGreat Britain 606 $aStudent teaching$zGreat Britain 606 $aTeachers$xIn-service training$zGreat Britain 615 0$aMentoring in education 615 0$aStudent teaching 615 0$aTeachers$xIn-service training 676 $a370/.7/330941 701 $aField$b Barbara 701 $aField$b Terry$01759075 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817836903321 996 $aTeachers as mentors$94197449 997 $aUNINA