Professional learning through a generative approach to mentoring: lessons from a Training School partnership and their wider implications

References

• Burke , A. 1992 . Teaching: retrospect and prospect, . OIDEAS , 39 : 5 – 254 .
   Google Scholar
• Department for Education (DfE) . 1992 . Initial teacher training (secondary phase) (Circular 9/92) , London : DfE .
   Google Scholar
• Department for Education and Emplyment (DfEE) . 1999a . Teachers—meeting the challenge of change , London : DFEE .
   Google Scholar
• Department for Education and Employment (DfEE) . 1999b . Better training , London : DfEE .
   Google Scholar
• Department for Education and Skills/Teacher Training Agency (DfES/TTA) . 2002 . Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training , London : DfES .
   Google Scholar
• Desforges , C. Powerful questions and significant impact, . presentation to the Teachers' Research Conference, . Birmingham .
   Google Scholar
• Edwards , A. and Protheroe , L. 2003 . Learning to see in classrooms: what are student teachers learning about teaching and learning while learning in schools?, . British Educational Research Journal , 29 (2) : 227 – 242 .
   Web of Science ®Google Scholar
• Edwards , A. and Protheroe , L. 2004 . Teaching by proxy: understanding how mentors are positioned in partnerships, . Oxford Review of Education , 30 (2) : 183 – 197 .
   Web of Science ®Google Scholar
• Elliott, J. (2004) The struggle to redefine the relationship between ‘knowledge’ and ‘action’ in the academy: some reflections on action research , http://www.bath.ac.uk/‐edsajw/johnelliott.htm (http://www.bath.ac.uk/-edsajw/johnelliott.htm) (accessed 2 March 2004).
   Google Scholar
• Feldman , A. 2003 . Validity and quality in self‐study, . Educational Researcher , 32 (3) : 26 – 28 .
   Google Scholar
• Fielding , M. 2004 . Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities, . British Educational Research Journal , 30 (2) : 295 – 311 .
   Web of Science ®Google Scholar
• Fletcher , S. 2000 . Mentoring in schools: a handbook of good practice , London : Kogan Page .
   Google Scholar
• Furlong , J. 2000 . Higher education and the new professionalism for teachers: realising the potential of partnership , London : CVCP/SCOP .
   Google Scholar
• Hargreaves , A. 1996 . Revisiting voice, . Educational Researcher , 25 (1) : 12 – 19 .
   Google Scholar
• Hargreaves , D. 1998 . Creative professionalism. The role of teachers in the knowledge society , London : Demos .
   Google Scholar
• Hiebert , J. , Gallimore , R. and Stigler , J. W. 2002 . A knowledge base for the teaching profession: what would it look like and how can we get one?, . Educational Researcher , 31 (5) : 3 – 15 .
   Google Scholar
• Holmes Group . 1990 . Tomorrow's schools: principles for the design of professional development schools , East Lansing , MI : Holmes Group .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Lighthall , F. F. 2004 . “ Fundamental features and approaches to the s‐step enterprise, ” . In International handbook of self‐study of teaching and teacher education practices , Edited by: Loughhran , J. J , Hamilton , M. L , Laboskey , V. K and Russell , T (Eds) . Dordrecht : Kluwer Academic . in
   Google Scholar
• Loughran , J. J. 1996 . Developing reflective practice: learning about teaching and learning through modelling , London : Falmer Press .
   Google Scholar
• Loughran , J. J. 2002 . Effective reflective practice. in search of meaning in learning about teaching, . Journal of Teacher Education , 53 (1) : 33 – 43 .
   Web of Science ®Google Scholar
• Loughran , J. J. 2004 . “ History and context of self‐study of teaching, ” . In International handbook of self‐study of teaching and teacher education practices , Edited by: Loughran , J. J , Hamilton , M. L , Laboskey , V. K and Russell , T (Eds) . Dordrecht : Kluwer Academic . in
   Google Scholar
• Maynard , T. and Furlong , J. 1993 . “ Learning to teach and models of mentoring, ” . In Mentoring. Perspectives on school‐based teacher education , Edited by: Mcintyre , D , Hagger , H and Wilkin , M (Eds) . London : Kogan Page . in
   Google Scholar
• McNiff , J. 1984 . Action research: a generative model for in‐service support, . British Journal of In‐Service Education , 10 : 40 – 46 .
   Google Scholar
• McNiff , J. and Whitehead , J. 2002 . Action research: principles and practice, , London : Routledge . 2nd ed.
   Google Scholar
• McNiff , J. , Lomax , P. and Whitehead , J. 1996 . You and your action research project , London : Routledge .
   Google Scholar
• Nieto , S. 1994 . Lessons from students on creating a chance to dream, . Harvard Educational Review , 64 (4) : 392 – 426 .
   Web of Science ®Google Scholar
• Pignatelli , F. 1993 . What can I do? Foucault on freedom and the question of teacher agency, . Educational Theory , 42 (4) : 411 – 432 .
   Google Scholar
• Rudduck , J. 1992 . “ Universities in partnership with schools and school systems: les liaisons dangereuses?, ” . In Teacher development and educational change , Edited by: Fullan , M and Hargreaves , A (Eds) . Lewes : Falmer Press . in
   Google Scholar
• Rudduck , J. and Flutter , J. 2004 . How to improve your school , London : Continuum .
   Google Scholar
• Schön , D. 1991 . The reflective practitioner , Avebury : Ashgate .
   Google Scholar
• Schön , D. 1995 . The new scholarship requires a new epistemology, . Change , November–December : 27 – 34 .
   Google Scholar
• Shulman , L. S. 1993 . Appraisal: ways of seeing teacher thinking, , Melbourne : Monash University . seminar presentation
   Google Scholar
• Shulman , L. S. 2002 . “ Forgive and remember: the challenges and opportunities of learning from experience, ” . In Launching the Next Generation of New Teachers Symposium Proceedings 59 – 66 . New Teacher Centre at the University of California, Santa Cruz, January 2002
   Google Scholar
• Snow , C. E. 2001 . Knowing what we know: children, teachers, researchers, . Educational Researcher , 30 (7) : 3 – 9 .
   Google Scholar
• Stones , E. 1992 . Quality teaching: a sample of cases , London : Routledge .
   Google Scholar
• Van Manen , M. 1991 . The tact of teaching: the meaning of pedagogical thoughtfulness , New York : University of New York Press .
   Google Scholar
• Wang , J. 2002 . Learning to teach with mentors in contrived contexts of curriculum and teaching organisation: experiences of two Chinese novice teachers and their mentors, . Journal of In‐Service Education , 28 (2) : 339 – 368 .
   Google Scholar
• Wenger , E. , Mcdermott , R. and Snyder , W. 2002 . Cultivating communities of practice , Boston : Harvard Business School Press .
   Google Scholar
• Whitehead , J. 1989a . How do we improve research‐based professionalism in education? A question which includes action research, educational theory and the politics of educational knowledge, . British Educational Research Journal , 15 (1) : 3 – 17 .
   Google Scholar
• Whitehead , J. 1989b . Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’, . Cambridge Journal of Education , 19 (1) : 41 – 52 .
   Google Scholar
• Whitehead , J. and Clough , N. 2004 . Pupils, the forgotten partners in education action zones, . Journal of Education Policy , 19 (2) : 215 – 227 .
   Web of Science ®Google Scholar
• Winitzky , N. , Stoddart , T. and O'Keefe , P. 1992 . Great expectations: emergent professional development schools, . Journal of Teacher Education , 43 (1) : 3 – 18 .
   Web of Science ®Google Scholar
• Zeichner , K. and Liston , D. P. 1996 . Reflective teaching: an introduction , Mahwal , NJ : Lawrence Erlbaum .
   Google Scholar