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Developing models of collaborative working. (English)
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).
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.
Classification: D49 B50
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