id: 06371993
dt: a
an: 2015a.00414
au: Edwards, Julie-Ann; Wilson, Paul
ti: Developing models of collaborative working.
so: Hyde, Rosalyn (ed.) et al., Mentoring mathematics teachers. Supporting and
    inspiring pre-service and newly qualified teachers. London: Routledge
    (ISBN 978-0-415-81990-9/pbk; 978-0-415-81989-3/hbk;
    978-1-315-88627-5/ebook). 93-107 (2014).
py: 2014
pu: London: Routledge
la: EN
cc: D49 B50
ut: preservice teacher education; models of teacher training; collaborative
    mentoring activity; collaborative teaching; multiple placements;
    compatibility of paired students; team teaching; shared classes
ci: 
li: 
ab: Summary: Collaboration amongst teachers is a well-established part of most
    effective teaching contexts. This is no less the case for mentors with
    pre-service teachers, in either solo, paired or multiple placements.
    This chapter draws on research evidence to explore some of the
    collaborative experiences which can be modelled by practice-based
    mentors for beginning teachers of mathematics to provide them with a
    grounding in developing similar forms of collaborative practice during
    their training and in their future teaching careers. We also examine
    the affordances and constraints of models of practice-based paired
    placements and address theoretical perspectives which provide mentors
    with a framework for decision-making in relation to the individual
    needs of pre-service teachers in these collaborative learning settings.
rv: