The CPD needs of mentors in post-compulsory Initial Teacher Training in England

Hdl Handle:
http://hdl.handle.net/10149/94492
Title:
The CPD needs of mentors in post-compulsory Initial Teacher Training in England
Authors:
Ingleby, E. (Ewan); Hunt, J. (John)
Affiliation:
University of Teesside. School of Social Sciences and Law.
Citation:
Ingleby, E. and Hunt, J. (2008) 'The CPD needs of mentors in post-compulsory Initial Teacher Training in England', Professional Development in Education, 34 (1), pp.61-74.
Publisher:
Taylor & Francis
Journal:
Professional Development in Education
Issue Date:
Mar-2008
URI:
http://hdl.handle.net/10149/94492
DOI:
10.1080/13674580701828237
Abstract:
This paper discusses the compulsory professional development (CPD) needs of mentors within post-compulsory Initial Teacher Training (ITT) provision in England. The discussion applies the ideas of Weber, Foucault, Habermas and Bourdieu in interpreting the implications for post-compulsory ITT mentor CPD training. The paper's primary and secondary research findings appear to indicate that mentors within this field of education struggle to gain the professional acceptance that Weber has popularised. Alongside struggling to achieve professional recognition it can also be argued that post-compulsory ITT mentors may not use the same 'discourse' or 'way of talking' about teaching as their mentees. This finding is relevant to the work of Foucault. The subsequent attempt to achieve 'collaboration' and the potential 'contestation' that may be experienced links to the work of Habermas and Bourdieu.
Type:
Article
Language:
en
Keywords:
professional development; mentors; initial teacher training; ITT; Weber; Foucault; Habermas and Bourdieu; education; acceptance; recognition
ISSN:
1941-5257
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Acessed 18/03/2010]
Citation Count:
0 [Scopus 18/03/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorIngleby, E. (Ewan)en
dc.contributor.authorHunt, J. (John)en
dc.date.accessioned2010-03-18T14:18:39Z-
dc.date.available2010-03-18T14:18:39Z-
dc.date.issued2008-03-
dc.identifier.citationProfessional Development in Education; 34 (1): 61-74en
dc.identifier.issn1941-5257-
dc.identifier.doi10.1080/13674580701828237-
dc.identifier.urihttp://hdl.handle.net/10149/94492-
dc.description.abstractThis paper discusses the compulsory professional development (CPD) needs of mentors within post-compulsory Initial Teacher Training (ITT) provision in England. The discussion applies the ideas of Weber, Foucault, Habermas and Bourdieu in interpreting the implications for post-compulsory ITT mentor CPD training. The paper's primary and secondary research findings appear to indicate that mentors within this field of education struggle to gain the professional acceptance that Weber has popularised. Alongside struggling to achieve professional recognition it can also be argued that post-compulsory ITT mentors may not use the same 'discourse' or 'way of talking' about teaching as their mentees. This finding is relevant to the work of Foucault. The subsequent attempt to achieve 'collaboration' and the potential 'contestation' that may be experienced links to the work of Habermas and Bourdieu.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Acessed 18/03/2010]en
dc.subjectprofessional developmenten
dc.subjectmentorsen
dc.subjectinitial teacher trainingen
dc.subjectITTen
dc.subjectWeberen
dc.subjectFoucaulten
dc.subjectHabermas and Bourdieuen
dc.subjecteducationen
dc.subjectacceptanceen
dc.subjectrecognitionen
dc.titleThe CPD needs of mentors in post-compulsory Initial Teacher Training in Englanden
dc.typeArticleen
dc.contributor.departmentUniversity of Teesside. School of Social Sciences and Law.en
dc.identifier.journalProfessional Development in Educationen
ref.citationcount0 [Scopus 18/03/2010]en
or.citation.harvardIngleby, E. and Hunt, J. (2008) 'The CPD needs of mentors in post-compulsory Initial Teacher Training in England', Professional Development in Education, 34 (1), pp.61-74.-
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