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Book Categories |
Acknowledgements | ||
List of abbreviations | ||
Introduction | 1 | |
1 | The Development of Policy | 9 |
2 | The Limitations of Assessment | 28 |
3 | A Question of Value, or Values? | 45 |
4 | Student Teacher Development | 67 |
5 | Tendencies in Subject Mentoring | 87 |
6 | Subject Mentoring and the Dialogue of Educational Discourses | 101 |
7 | Discursive Subject Mentoring and Collaborative Teaching | 122 |
8 | The Mentoring School and the Mentoring Department | 137 |
App. A | Areas of competence expected of newly qualified teachers in Northern Ireland | 148 |
App. B | Core criteria underpinning judgements about student teacher progress in each of the five areas of professional competence | 154 |
References | 156 | |
Index | 166 |
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Add Subject Mentoring in the Secondary School, Student teachers have always worked with professionals during their teaching practice, but as teacher training becomes more school based, the role of the mentor has become much more important. Even newer is the emergence of the subject mentor. This b, Subject Mentoring in the Secondary School to the inventory that you are selling on WonderClubX
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Add Subject Mentoring in the Secondary School, Student teachers have always worked with professionals during their teaching practice, but as teacher training becomes more school based, the role of the mentor has become much more important. Even newer is the emergence of the subject mentor. This b, Subject Mentoring in the Secondary School to your collection on WonderClub |