Supporting the Student:


      Two areas:
u  Support in developing an identity within the school community
u  Emotional or pastoral support
u  The development of a teacher identity is seen as a key part of the learning to teach.
u  Three perspectives:
l  First, within a socio-cultural perspective, the critical role of the mentor is in supporting student teachers development of a comfortable and congruent sense of self as a teacher.
l  Second perspective, robust reasoning within an investigation-articulation approach to teacher education – revisiting questions about identity at regular intervals helps the student teacher to articulate their developing sense of self, e.g. ‘who am I as a teacher?’ and ‘who is my professional community?’
l  Third, developing a personal narrative, suggesting that beginning teachers moved significantly towards establishing their own identities as teachers through creating their own stories.
      These three perspectives can be supported by the following practical strategies for mentoring:
u  Nurturing and modelling
u  Questioning and reflecting
u  Exploring and facilitating the development of narratives
      Pastoral Support:
u  Teaching practice is perceived as a particularly stressful and demanding period which involves considerable amounts of distress, changes in psycho-physiological patterns and an increasing sense of weariness and ‘vulnerability’.
u  Co-planned lessons can enable the student teacher to focus on specific parts of the lesson, planning thoroughly and feeling positive about the outcome.

Next page: Challenging the Student

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