Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30624
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dc.contributor.authorMackie, Loreleen_UK
dc.date.accessioned2020-01-15T01:01:27Z-
dc.date.available2020-01-15T01:01:27Z-
dc.date.issued2020-05-01en_UK
dc.identifier.urihttp://hdl.handle.net/1893/30624-
dc.description.abstractThis 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.en_UK
dc.language.isoenen_UK
dc.publisherUniversity of Stirling, School of Educationen_UK
dc.relationMackie 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).en_UK
dc.rightsThis 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.en_UK
dc.subjectPartnershipen_UK
dc.subjectInitial Teacher Educationen_UK
dc.subjectmentoringen_UK
dc.subjectcollaborationen_UK
dc.titlePartnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?en_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2020-11-02en_UK
dc.rights.embargoreason[Dr Lorele Mackie - Partnership within the Context of Mentoring ITE Students in Scotland - Progress or Maintaining the Status Quo_.pdf] Publisher requires embargo of 6 months after formal publication.en_UK
dc.citation.jtitleScottish Educational Reviewen_UK
dc.citation.issn0141-9072en_UK
dc.citation.volume52en_UK
dc.citation.issue1en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emaillorele.mackie@stir.ac.uken_UK
dc.description.notesOutput Status: Forthcomingen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.wtid1506653en_UK
dc.contributor.orcid0000-0003-0249-0253en_UK
dc.date.accepted2020-01-08en_UK
dc.date.filedepositdate2020-01-14en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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