The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education

References

• Argyris, M., and D. Schön. 1974. Theory in Practice. Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
   Google Scholar
• Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18: 215–228.10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
   Google Scholar
• Beyene, T., M. Anglin, W. Sanchez, and M. Ballou. 2002. “Mentoring and Relational Mutuality: Protégé’s Perspectives.” Journal of Humanistic Counselling, Education and Development 41 (1): 87–102.10.1002/(ISSN)2164-490X
   Google Scholar
• Cherian, F. 2007. “Learning to Teach: Teacher Candidates Reflect on the Relational, Conceptual and Contextual Influences of Responsive Mentorship.” Canadian Journal of Education 30: 25–46.10.2307/20466624
   Google Scholar
• Clutterbuck, D. 2004a. Everyone Needs a Mentor: Fostering Talent in Your Organisation. 4th ed. London: Chartered Institute of Personnel and Development.
   Google Scholar
• Clutterbuck, D. 2004b. “Making the Most of Informal Mentoring: A Positive Climate is Key.” Development and Learning in Organizations: An International Journal 18 (4): 16–17.10.1108/14777280410544574
   Google Scholar
• Department for Business Innovation and Skills (BIS). 2012. Professionalism in Further Education, Final Report of the Independent Review Panel. London: BIS.
   Google Scholar
• DfES. 2004. Equipping Our Teachers for the Future: Reforming ITT for the Learning and Skills Sector. London: DfES Publications.
   Google Scholar
• DfES. 2005. National Framework for Mentoring and Coaching. London: DfES Publications.
   Google Scholar
• Duckworth V., and B. Maxwell. 2015. “Extending the Mentor Role in Initial Teacher Education: Embracing Social Justice.” International Journal of Mentoring and Coaching in Education 4 (1): 4–20.
   Web of Science ®Google Scholar
• Eggen, P., and D. Kauchak. 2001. Educational Psychology: Classroom Connections. 5th ed. New York: Macmillan.
   Google Scholar
• Eliahoo, R. 2009. “Meeting the Potential for Mentoring in Initial Teacher Education: Mentors Perspectives from the Lifelong Learning Sector.” Teaching in Lifelong Learning 1 (2): 64–75.
   Google Scholar
• Elliott, B., and J. Calderhead. 1994. “Mentoring for Teacher Development:Possibilities and Caveats.” In Mentoring: Perspectives on School-Based Teacher Education, edited by D. McIntyre, H. Hagger, and M. Wilkin, 166–189. London: Kogan-Page.
   Google Scholar
• European Commission. 2013. “Supporting Teacher Competence Development for Better Learning Outcomes”. The European Commission, July 2013. Accessed 21 July 2015. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
   Google Scholar
• Glazer, E. M., and M. J. Hannafin. 2006. “The Collaborative Apprenticeship Model: Situated Professional Development within School Settings.” Teaching and Teacher Education 22: 179–193.10.1016/j.tate.2005.09.004
   Web of Science ®Google Scholar
• Hall, J. K., and J. Davis. 1995. “What We Know about the Relationships That Develop between Cooperating and Student Teachers.” Foreign Language Annuals. 28: 32–48.10.1111/flan.1995.28.issue-1
   Web of Science ®Google Scholar
• Hankey, J. 2004. “The Good, the Bad and Other Considerations: Reflections on Mentoring Trainee Teachers in Post-Compulsory Education.” Research in Post Compulsory Education 9 (3): 389–400.10.1080/13596740400200185
   Google Scholar
• Hargreaves, A. 1998. “The Emotional Practice of Teaching.” Teaching and Teacher Education 14 (8): 835–854.10.1016/S0742-051X(98)00025-0
   Web of Science ®Google Scholar
• Henningsson-Yousif, A., and S. F. Aasen. 2015. “Making Teachers’ Pedagogical Capital Visible and Useful.” Journal of Workplace Learning 27 (5): 332–344.10.1108/JWL-10-2013-0090
   Web of Science ®Google Scholar
• Hobson, A., and A. Malderez. 2002. “School-Based Mentoring in Initial Teacher Training (ITT): What the Student Teachers Think.” National Foundation for Educational Research 28: 1–6.
   Google Scholar
• Hobson, A. J., B. Maxell, A. Stevens, K. Doyle, and A. Malderez. 2015. “Mentoring and Coaching for Teachers in the Further Education and Skills Sector in England.” Accessed 30 October 2015. https://www.gatsby.org.uk
   Google Scholar
• Hodkinson, P. 1998. “Technicism, Teachers and Teaching Quality in Vocational Education and Training.” Journal of Vocational Education and Training 50 (2): 193–208.10.1080/13636829800200045
   Google Scholar
• Illeris, K. 2002. The Three Dimensions of Learning, Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social. Roskilde: Roskilde University Press.
   Google Scholar
• Ingleby, E., and J. Tummons. 2012. “Repositioning Professionalism: Teachers, Mentors, Policy and Praxis.” Research in Post-Compulsory Education 17: 163–178.10.1080/13596748.2012.673877
   Google Scholar
• Jones, M., and K. Straker. 2006. “What Informs Mentors’ Practice When Working with Trainees and Newly Qualified Teachers? An Invetigation into Mentors’ Professional Knowledge Base.” Journal of Education for Teaching 32 (2): 165–184.10.1080/02607470600655227
   Google Scholar
• Klasen, K., and D. Clutterbuck. 2002. Implementing Mentoring Schemes; A Practical Guide to Successful Programmes. London: Butterworth-Heinemann.
   Google Scholar
• Latham, G. P., and E. A. Locke. 2007. “New Developments in and Directions for Goalsetting Research.” European Psychologist 12 (4): 29–300. doi:10.1027/1016-9040.12.4.290.
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
   Google Scholar
• Lucas, N., and L. Unwin. 2009. “Developing Teacher Expertise at Work: In-Service Trainee Teachers in Colleges of Further Education in England.” Journal of Further and Higher Education 33 (4): 423–433.10.1080/03098770903272503
   Google Scholar
• Murray, J. 2012. “Performativity Cultures and Their Effects on Teacher Educator’s Work.” Research in Teacher Education 2 (2): 19–23.
   Google Scholar
• Ofsted. 2003. The Initial Training of Further Education Teachers: A Survey HMI 17. Ofsted. Accessed 24 June 2014. http://ofsted.gov.uk/publications.
   Google Scholar
• Orr, K. 2012. “Coping, Confidence and Alienation: The Early Experience of Trainee Teachers in English FE.” Journal of Education for Teaching 38 (1): 51–65.
   Web of Science ®Google Scholar
• Orr, K., and R. Simmons. 2010. “Dual Identities: The in-Service Teacher Trainee Experience in the English Further Education Sector.” Journal of Vocational Education and Training 62 (1): 75–88.10.1080/13636820903452650
   Google Scholar
• Pask, R., and B. Joy. 2007. Mentoring-Coaching a Guide for Education Professionals. London: Open University Press.
   Google Scholar
• Roberts, A. 2000. “Mentoring Revisited: A Phenomenological Reading of the Literature.” Mentoring Tutoring 8: 145–170.10.1080/713685524
   Google Scholar
• Rogers, C. 1961. On Becoming a Person: A Therapist’s View of Psychotherapy. New York: Houghton Mifflin.
   Google Scholar
• Rogers, A., and N. Horrocks. 2010. Teaching Adults. 4th ed. Berks: Open University Press.
   Google Scholar
• Rowling, J. K. 2008. “The Fringe Benefits of Failure and the Importance of Imagination.” Speech at the Commencement Address at the Annual Meeting of the Harvard Alumni Association. Accessed 29 June 2015. http://www.jkrowling.com/en_GB/#/timeline/harvard-commencement-address
   Google Scholar
• Sachs, J. 2001. “Teacher Professional Identity: Competing Discourses, Competing Outcomes.” Journal of Education Policy 16 (2): 149–161.10.1080/02680930116819
   Web of Science ®Google Scholar
• Silverman, M. 2008. Compliance Management for Public, Private and Non-Profit Organisations. New York: McGraw Hill.
   Google Scholar
• Spielberg, S. n.d. BrainyQuote.Com. Accessed 20 June 2015. http://www.brainyquote.com/quotes/quotes/s/stevenspie584069.html
   Google Scholar
• Thompson, C. L. 2015 “The Best of times, the Worst of times: Perceptions of Initial Teacher Training for the Post Compulsory Sector in England.” Unpublished thesis, University of Nottingham.
   Google Scholar
• Thompson, R., and D. Robinson. 2008. “Changing Step or Marking Time? Teacher Education Reforms for the Learning and Skills Sector in England.” Journal of Further and Higher Education 32 (2): 161–173.10.1080/03098770801975330
   Google Scholar
• Timberley, H., A. Wilson, H. Barrar, and I. Fung. 2007. Teacher Professional Learning and Development, Best Evidence Synthesis Iteration (BES). Wellington, New Zealand: Ministry of Education.
   Google Scholar
• Whitmore, J. 2003. Coaching for Performance. London: Nicholas Brealey Publishing.
   Google Scholar
• Yates, D. 2011. Harry Potter and the Deathly Hallows. Distributed by Warner Home Video. DVD.
   Google Scholar