Andrew Goodwyn's Developing English Teachers: The Role of Mentorship in a PDF

By Andrew Goodwyn

ISBN-10: 0335197604

ISBN-13: 9780335197606

ISBN-10: 0335231624

ISBN-13: 9780335231621

* How do pupil lecturers discover ways to educate? * How can skilled English lecturers educate pupil academics? * How can sturdy English lecturers proceed to advance and enhance? constructing English lecturers is a publication for somebody drawn to supporting English lecturers to enhance and increase. Its major concentration is at the ways that skilled English lecturers can help and increase scholar academics and induct them into the occupation. but it is going additional than this to ascertain the assumption of mentorship as a characteristic of continuous specialist improvement and improvement as a relentless point within the lifetime of a reflective practitioner. It examines how skilled English academics can examine from the problem of explaining their educating to scholar and starting academics. It additionally examines how being a mentor is especially diverse to being a category instructor and emphasizes the recent components of studying that the sort of function calls for. The e-book exhibits how all contributors can research from this reflective cycle and enhance their educating and give a contribution to enhancing the standard of the English instructing occupation.

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Extra info for Developing English Teachers: The Role of Mentorship in a Reflective Profession (English, Language, and Education Series)

Sample text

Before we move into the close analysis of the role it is important to review some general issues about school— based teacher education to ensure that readers feel that their knowledge base is a sound one. School-based teacher education: losses and gains I am, as I stated above, an advocate of properly planned and well resourced school-based teacher education, but I am not in support of the motivation for its introduction, nor do I feel at all complacent that some of the recent gains in the quality of courses will be preserved.

It is also very relevant to remember that the Language in the National Curriculum project was effectively curtailed by a ministerial decision, removing from schools the materials that might have been of great use to student teachers in this respect. To return to the mentor's role, I am suggesting that the student is not likely COMING TO TERMS WITH 'ENGLISH' 35 to find that her anxieties about her lack of language expertise can easily be resolved through her higher education course element. I am not suggesting, however, that this puts the mentor in sole charge of a student teacher's linguistic knowledge.

There are two groups of people to whom teaching appears relatively unproblematic. The first group are the highly experienced and successful teachers of English who are likely to be mentors, and the second group are student teachers at the beginning of their course. This second group has, after all, many years of school 'experience' as a pupil and has decided that becoming an English teacher will be a satisfying and valuable career. The members of the group have spent some considerable time thinking about becoming teachers and, despite lots of advice from others that they should not go into teaching, for a whole host of reasons, they have still decided to go ahead.

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