Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489583
Title: A commerce of the old and new : how classroom teacher mentors work in multiple activities
Author: Boag-Munroe, Gill
ISNI:       0000 0001 3468 607X
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2007
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
A study of the literature relating to Initial Teacher Education (ITE) suggested that, while mentors had been studied as instruments of their partnership Higher Education Institutions (HEIs), there was little work which investigated the mentor as acting subject in ITE. Through an analysis of spoken and written data, this empirical study offers insights into how two teachers in a secondary school in England appeared to develop subjectivities to assist them in their work in ITE, in the context of the HEI partnership and government policy for ITE. A post-Vygotskyan Activity Theory (Engeström, 1987) and Critical Discourse Analysis (Fairclough, 1995) were used to explore the rules and conceptual and language tools that those teachers seemed to be drawing on when they worked as mentors. The study concludes that, even though the school or partnership appeared to offer few spaces for the development of robust identities, where a mentor had a pre-existing strong pedagogic orientation to mentoring, s/he was better able to construct a subject identity to help her work with students. Where a mentor lacked such a pedagogic orientation and drew on more managerial approaches, s/he experienced more tension in mentoring work and struggled to find an identity which might resolve those tensions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.489583  DOI: Not available
Keywords: LB Theory and practice of education ; L Education (General)
Share: