Hazel Hagger – författare

International trends in initial teacher education (ITE) and induction increasingly emphasise the importance of school-based learning for beginning teachers, and recent policy shifts have given many more schools a leading role in ITE. This book focuses directly on what has been learned from within well-established partnerships about the nature of beginning teachers' learning in schools and explores the ways in which teacher educators - both those that are school-based and those in universities who work in partnership with them - can most effectively support that learning.

Beginning Teaching is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

International trends in initial teacher education (ITE) and induction increasingly emphasise the importance of school-based learning for beginning teachers, and recent policy shifts have given many more schools a leading role in ITE. This book focuses directly on what has been learned from within well-established partnerships about the nature of beginning teachers' learning in schools and explores the ways in which teacher educators - both those that are school-based and those in universities who work in partnership with them - can most effectively support that learning.

Beginning Teaching is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

First published in 1996 this book brings together the work of teams in six universities involved in school-based partnerships for teacher education. Professionals from Oxford University, the Manchester Metropolitan University, Keele, Sussex, Swansea and Leicester University come together to explore the distinctive work of school-based teacher educators, discussing the role of the teacher mentor in both primary and secondary schools. Topics covered include: mentoring in the primary school, issues in the managing of mentoring, working with new teachers, and mentoring and continuing professional development.

All involved in school-based teacher education – whether as mentors, teacher trainers in higher education, school senior management, advisers, or inspectors – should find the range of experience presented here invaluable in their own work.

First published in 1996 this book brings together the work of teams in six universities involved in school-based partnerships for teacher education. Professionals from Oxford University, the Manchester Metropolitan University, Keele, Sussex, Swansea and Leicester University come together to explore the distinctive work of school-based teacher educators, discussing the role of the teacher mentor in both primary and secondary schools. Topics covered include: mentoring in the primary school, issues in the managing of mentoring, working with new teachers, and mentoring and continuing professional development.

All involved in school-based teacher education – whether as mentors, teacher trainers in higher education, school senior management, advisers, or inspectors – should find the range of experience presented here invaluable in their own work.