##plugins.themes.bootstrap3.article.main##

Semiyu Adejare Aderibigbe

Abstract

Located within a broader initiative of teacher education reform in Scotland, this study explores teacher and student teacher mentoring relationships in the classroom.  A preliminary study to investigate these relationships was conducted involving a focus group discussion with three teachers and an interview with a deputy head teacher in two Scottish primary schools.  Findings indicate that teachers are clear about the concept of mentoring and its potential benefits for supporting a new scheme in initial teacher education.  More importantly, teachers acknowledge the need for on-going training for those serving as mentors or supporter teachers and they are also positive about establishing a collaborative relationship with student teachers in the classroom based on egalitarian principles.  The research showed that how a collaborative mentoring relationship between teachers and student teachers can be enhanced is one of the key questions/issues that needs to be explored in the next stages of the research.

 

Key words

Mentoring; supporter teacher; student teacher; socio-constructivism; initial teacher education.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Section
Articles