附註:Includes bibliographical references (pages 221-228) and index.
摘要:"Higher education/school partnership was introduced as the standard model of initial teacher education in England and Wales in 1993. Since then partnership and the concept of mentoring which underpins it have both developed and generated their own fields of research and literature. Early publications in terms of language teacher education and partnership provided useful handbooks to guide practice. This volume builds on those by presenting case studies of and by language mentors against the background of interim development. Part 1 contextualises the development of school-based teacher education, addressing international, national and local issues. It poses questions about the desired outcomes of language teacher education, the processes of learning to teach and the types of support needed to encourage and inspire such learning. Part 2 consists of contributions from current language mentors who have undertaken to research aspects of their own practice with a view to improvement, and Part 3 offers case studies of interaction between mentors and their student teachers. Each chapter within these three Parts ends with an invitation to mentor readers to consider aspects of their own work in the light of the important issues raised. The final section of the book presents a vision of entitlement for student teachers, school-based mentors and higher education tutors involved in the education of language teachers."--Jacket.
