Issues in mentoring edited by Trevor Kerry and Ann Shelton Mayes at the Open University

Enhanced descriptions from Syndetics:

As the initial training of teachers becomes increasingly school-based, and as schools and colleges develop formal induction programmes for their newly qualified teachers, the role of the teacher mentor is fast becoming a pivotal one in teacher education. Individual sections look at mentoring as it relates to:-
* Initial Training
* Induction
* Assessment
* Whole institution staff development
Throughout, the emphasis is on the ways in which mentoring contributes at all points in the continuum of professional development. Anyone involved in mentoring in any setting - from the primary school to the adult education college - will find this book indispensable as a guide to reflection and a spur to action.

Table of contents provided by Syndetics

• Part A Concepts of Mentoring Introduction
• 1 Learning to teach and models of mentoring
• 2 Toward a conception of mentoring
• 3 Mentoring for teacher development: possibilities and caveats
• Part B Mentoring in initial teacher training Introduction
• 4 School-based teacher education
• 5 School-led teacher training
• 6 The effectiveness and role of the mentor in school: the students view
• 7 The role of the subject mentor in further education Maurice Rothera, Stephanie Hawkins and James Hendry 8.Mentoring in initial teacher education
• 9 Mentoring beginner teachers - issues for schools to anticipate and manage
• 10 A neglected source for reflection in the supervision of student teachers
• 11 The mentor connection
• Part C Mentoring in induction training Introduction
• 12 The role of mentors and teacher tutors in school-based teacher education and induction
• 13 Mirror, mirror on the wall, what is the fairest scheme of all? Reflections on the induction needs of newly qualified teachers
• 14 Key issues emerging from an NFER study of NQT's: models of induction support
• 15 Initiation rights: Beginning teachers' professional development and the objectives of induction training
• Part D Mentoring and assessment Introduction
• 16 Standards and quality in education
• 17 Quality control in teacher education
• 18 Competence-based teacher education: approaches and issues
• 19 Experience and competence in further and adult education
• 20 The limits of competence: a cautionary note on Circular 9 92
• 21 Integrating values into the assessment of teachers in initial education and training
• 22 Surrey New Teacher Competency Project
• Part E Mentoring: professional development and institutional aspects Introduction
• 23 Mentoring as a staff development activity
• 24 Mentoring