Robbing Peter to pay Paul: the price of standards‐driven education

摘要

This article presents research findings on mentoring within PCET ITT (Post‐Compulsory Education and Training Initial Teacher Training). The research has identified that mentors and mentees consider that the role of the mentor is unclear. Moreover, mentors are unsure of the aims of PCET ITT programmes. The inconsistency of mentor training programmes appears to be exacerbating this uncertainty. The consequence appears to be that the professional boundaries within the mentoring relationship are uncertain. The research findings are related to the work of Bourdieu, Foucault, Habermas and Weber. The research has been used to secure funding from ESCalate's ‘Developing Pedagogy and Practice’ research grant scheme.View full textDownload full textKeywordsmentoring, communities of practice, standards‐driven educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13596748.2010.526804