|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Partnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?|
Initial Teacher Education
|Citation:||Mackie L (2020) Partnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?. Scottish Educational Review, 52 (1).|
|Abstract:||This qualitative research study concerns mentoring primary education student teachers within the context of Scottish Initial Teacher Education. With reference to partnership in ITE, it focuses on understandings about relationships between local authority and school, and between school and university within the mentoring process. Within an instrumental, collective case study research design, semi-structured interviews of mentors and student teachers were used to gather data alongside a constructivist grounded theory approach to analysis. Findings suggest that relationships are remote, in contrast with recent recommendations made by the previous and latest reviews of Scottish teacher education, and in the literature about effective ITE partnership. Conclusions provide examples of evolving enhanced partnerships and suggest the need for continued consideration of such developments to promote quality and consistency across ITE placement mentoring experiences.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Notes:||Output Status: Forthcoming|
|Dr Lorele Mackie - Partnership within the Context of Mentoring ITE Students in Scotland - Progress or Maintaining the Status Quo_.pdf||Fulltext - Accepted Version||290.03 kB||Adobe PDF||Under Embargo until 2020-11-02 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.