Download Mentoring in physical education: issues and insights by Mick Mawer PDF
By Mick Mawer
This publication examines components surrounding the partnership among school-based education and mentoring in actual schooling. individuals examine all angles of the collaboration among faculties and better schooling associations, together with: How mentor education courses are deliberate and the problems concerned *Trainees' stories of school-based education and mentoring *The wishes of PE mentors in faculties *A complete rationalization of mentoring Drawing on contemporary findings and the perspectives of actual schooling lecturers within the united kingdom, Australia and america, the editor combines a wealth of knowledge on elements which impression mentorship and the effectiveness of school-based partnership schemes.
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Additional resources for Mentoring in physical education: issues and insights
Example text
There’s little need now for definitions that mark out boundaries and barriers, or even for large scale unified, all encompassing definitions. Instead of attempting monolithic definitions picking out the common factors in all the approved kinds of ‘mentoring’—and excluding things that aren’t the ‘real thing’—what is needed is a proper look at them all. And ‘if you look at them you will not see something that is common to all, but similarities, relationships, and a whole series of them…a complicated network of similarities overlapping and crisscrossing: sometimes overall similarities, sometimes similarities of detail… I can think of no better expression to characterize these similarities than “family resemblances”’ (Wittgenstein, 1968).
And PROBERT, H. (1991) ‘Managing maths by mentoring: The Gwent experience’, Management in Education, 5, 4, pp, 18–20. KOSKO, B. (1994) Fuzzy Thinking: The New Science of Fuzzy Logic, London, Flamingo. H. and MCKEE, B. (1978) The Seasons of a Man’s Life, New York, Knopf. , SCROGGINS, D. B. (1990) ‘The mentor in graduate education’, Studies in Higher Education, 15, 3, pp. 277–85. MAYNARD, T. and FURLONG, J. , HAGGER, H. and WILKIN, M. (Eds) Mentoring: Perspectives on Schoolbased Teacher Education, London, Kogan Page, pp.
Students were prepared to play a full part in the department and this was outlined early on so our expectations are clear for students. ’ This mentor and student teacher clearly have very different perceptions of what went on during the school experience. Comparing mentors’ and student teachers’ reports of the mentoring process (Stephenson and Taylor, 1995) seems to show that: mentors’ perceptions of their mentoring and its individual aspects may be consistently rosier than their student’s perceptions of it; mentors may very rarely see that the mentoring process is in need of anything more than improving on what is already basically OK; mentors may very rarely, if ever, see that the whole process or individual aspects of it have failed in their students’ views; mentors may well remain completely oblivious to the destructiveness that their protégés may be experiencing; mentors may see themselves as more important overall to the students’ general success than the student perception would support.