Staff-wide Mentoring of Pre-service Teachers: Benefits and Barriers

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/4955

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DC Field	Value	Language
dc.creator	Doug Smith	-
dc.date	2004	-
dc.date.accessioned	2013-05-30T12:01:21Z	-
dc.date.available	2013-05-30T12:01:21Z	-
dc.date.issued	2013-05-30	-
dc.identifier	http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/54/54	-
dc.identifier	http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2004&volume=14&issue=1&spage=	-
dc.identifier.uri	http://koha.mediu.edu.my:8181/jspui/handle/123456789/4955	-
dc.description	School-university partnerships are purported to develop the collegial support needed for any educational change. They may also surmount barriers between pre-service and in- service teacher education. In this school-university partnership study involving staff wide mentoring of pre-service teachers as a change agent, the writer outlines the benefits to pre- and in-service teachers and the barriers encountered that prevented them from fulfilling partnership promise. Pre-service teachers achieved desired internship outcomes and change-resistant teachers developed collegiality and support. Central administration interference and lack of principal leadership created barriers. Suggestions for overcoming the barriers are offered.	-
dc.publisher	Brock University	-
dc.source	Brock Education : a Journal of Educational Research and Practice	-
dc.title	Staff-wide Mentoring of Pre-service Teachers: Benefits and Barriers	-
Appears in Collections:	Social Sciences

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