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Michal Shani; Pninat Tal; Ilana Margolin – Teacher Education Advancement Network Journal, 2024
In this study, we looked at the competencies and practices of clinical supervisors' role in teacher education programs in Israel. The study encompassed two phases. The first was holistic and included multiple data sources. The second took place in real-life in schools. We opted for a smallscale qualitative embedded multiple-case study design. The…
Descriptors: Supervision, Clinical Supervision (of Teachers), Student Teacher Supervisors, Foreign Countries
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White, Elizabeth; Mackintosh, Julia; Dickerson, Claire – Teacher Education Advancement Network Journal, 2022
Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based…
Descriptors: Mentors, Student Teachers, Preservice Teacher Education, Teacher Educators
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Hendry, Helen; Hounslow Eyre, Adam; Pritchard, Kate; Sellars, Clarke – Teacher Education Advancement Network Journal, 2022
This research focused on the benefits and challenges for second year Education Studies undergraduate students acting as near-peer mentors for year 12 students (aged 16-17). Near-peer mentoring often involves postgraduate students working with new undergraduates and is more common during Science Technology Engineering and Maths (STEM) programmes.…
Descriptors: Undergraduate Students, Peer Relationship, Mentors, High School Students
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Crooks, Victoria; London, Laura; Snelson, Helen – Teacher Education Advancement Network Journal, 2021
Following a decade of shift towards more school-led or school-centred initial teacher training it is time to assess the impact of this change on the roles of mentors and tutors in university based initial teacher education (ITE) partnerships. This paper therefore elicited the perceptions of school-based mentors' contributions to the education of…
Descriptors: Preservice Teacher Education, Mentors, Teacher Education Programs, College School Cooperation
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Chaplin, Diana; Munn, Heather – Teacher Education Advancement Network Journal, 2020
This article explores the nature of effective mentoring practices in training Early Years Teachers in a University. A small-scale enquiry was undertaken where mentees and their mentors were asked about their experiences of meeting the standards to gain Early Years Teacher Status (EYTS). The results indicate that the use of grading to identify…
Descriptors: Communities of Practice, Preservice Teacher Education, Mentors, Foreign Countries
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Pratt, Andrea; Tynan, Rick – Teacher Education Advancement Network Journal, 2019
This paper examines how one higher education institute (HEI) in the Northwest of England has devised and developed an innovative Master of Arts (MA) in Education practice with a curriculum designed to meet the needs of newly and recently qualified teachers. The research considers that in the early stages of initial teacher education (ITE),…
Descriptors: Foreign Countries, Masters Programs, Teacher Education Programs, Apprenticeships
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Perry, Emily; Boodt, Sarah – Teacher Education Advancement Network Journal, 2019
Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in…
Descriptors: Teacher Educators, Teachers, Faculty Development, Foreign Countries
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Sossick, Matthew; Gumbrell, David; Allen, Pat – Teacher Education Advancement Network Journal, 2019
Concerns over teacher retention and resilience led to a coaching project designed to support and nurture a group of Newly Qualified Teachers (NQTs) in a University school partnership. Research interviews were conducted with the group to ascertain the issues that they had faced during the year and impact of the coaching experience. The NQTs…
Descriptors: Beginning Teachers, Resilience (Psychology), College School Cooperation, Foreign Countries
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Zsargo, Liz; Palmer, Jean F. – Teacher Education Advancement Network Journal, 2019
The small-scale research study reported in this paper aimed to explore the ways in which mentors in primary school settings approach the assessment of trainee teachers within the English Initial Teacher Education system. Consistency and accuracy of assessment is judged by Ofsted (Office for Standards in Education) as a key indicator of quality,…
Descriptors: Accuracy, Mentors, Preservice Teachers, Elementary School Teachers
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Gomersall, Suzanne – Teacher Education Advancement Network Journal, 2019
This small scale study investigated how much value undergraduate primary trainee teachers perceive there to be within a programme of peer mentoring. As this was a small scale study gathering qualitative data, the findings do not represent a general consensus and may be situational to this setting. The literature suggests that there are a wide…
Descriptors: Student Attitudes, Elementary School Teachers, Preservice Teachers, Mentors
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Tynan, Rick; Mallaburn, Andrea – Teacher Education Advancement Network Journal, 2017
All stake holders in competency based teacher training systems share an interest in the consistency of assessment outcomes and practice. Assessment data from more than 200 trainees participating in Initial Teacher Training/Education (ITT/E) programmes and partnerships at a Higher Education (HE) provider in the Northwest of England were analysed…
Descriptors: Competency Based Teacher Education, Preservice Teacher Education, Foreign Countries, Grades (Scholastic)
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Louise Khalid – Teacher Education Advancement Network Journal, 2016
The focus of this paper is on the development of early-years pedagogy for a beginning teacher during her initial training and newly qualified teacher year. A series of interviews was conducted with the beginning teacher and the class teacher and mentor she worked alongside. The findings suggested that a shared pedagogy of early-years practice…
Descriptors: Teaching Methods, Beginning Teachers, Pedagogical Content Knowledge, Teacher Attitudes
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Hazel Crichton; Francisco Valdera Gil – Teacher Education Advancement Network Journal, 2015
This paper describes a case study concerning a student teacher at risk of failing a teaching placement, who was supported by colleagues and university tutors through the use of a diagnostic tool in the form of a checklist. The checklist comprised a number of categories relating to aspects of teaching and learning within the classroom and was used…
Descriptors: Partnerships in Education, Diagnostic Teaching, Professional Development, Student Teachers