1997
DOI: 10.1080/0968465970050101
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The role of formal and informal theory in the training of student teachers

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Cited by 4 publications
(3 citation statements)
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“…Moreover, the establishment of higher level teaching assistants and learning mentors will increase the likelihood of teaching assistants mentoring each other (Cable et al, 2006). Sixsmith and Simco (1997) put forward a model which shows the role of mentor as reflective agent. Through a process of negotiating a teaching activity, clearly defining responsibilities within this, and then evaluating this from different perspectives an opportunity is created for reflection and ensuing action.…”
Section: Explicitly Reflective Practitioners Involved In Reflective Amentioning
confidence: 99%
“…Moreover, the establishment of higher level teaching assistants and learning mentors will increase the likelihood of teaching assistants mentoring each other (Cable et al, 2006). Sixsmith and Simco (1997) put forward a model which shows the role of mentor as reflective agent. Through a process of negotiating a teaching activity, clearly defining responsibilities within this, and then evaluating this from different perspectives an opportunity is created for reflection and ensuing action.…”
Section: Explicitly Reflective Practitioners Involved In Reflective Amentioning
confidence: 99%
“…So if we examine them in more detail we can see that at one level there are some who are keen for schools to provide some form of normative control over teacher education to ensure that approaches to being a teacher and teaching fall in line with, for example, national educational strategies and agendas (TTA, 2002), and are not 'polluted' by critical educational theory or, at the very least, what are viewed as substandard interpretations and regurgitations of such theory. Adopting a different perspective, there are others who have clearly focused on the developmental route taken by trainee teachers as they move from the periphery as student-teachers to a more central role in the classroom/school on achieving Qualified Teacher Status (Taylor, 1996;Sixsmith & Simco, 1997). Here much of the theorising and research has focused on a number of complementary issues.…”
Section: Contextmentioning
confidence: 96%
“…Here much of the theorising and research has focused on a number of complementary issues. One focus has been upon the role of the mentor and the development of their skills in supporting trainee teachers (Garvey & Alred, 2000), particularly as they experience feelings of liminality as they move through various stages of their school-based practice (Sixsmith & Simco, 1997;McNamara et al, 2002). Another has been the central importance for trainee teachers of coming to terms with the rules, roles, procedures, norms and values that often govern schools as particular communities of practice, and hence the relationships and the skills and knowledge demonstrated within them.…”
Section: Contextmentioning
confidence: 99%