The efficacy of the use of a weekly review sheet in meetings between student teachers on school placement and their school-based mentors

Wood, Tim (2022) The efficacy of the use of a weekly review sheet in meetings between student teachers on school placement and their school-based mentors. Masters dissertation, University of Cumbria. Item availability may be restricted.

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Abstract

This case study is relevant to those involved in initial teacher training (ITT), such as university tutors (TUs) and school mentors (MEs) as it provides insights into the requirements of MEs and student teachers (STs) which could assist in the design, introduction and use of proformas in weekly meetings (WMMs). It may also be of interest to those who are involved in mentoring outside of ITT. Little is written in the research literature on the use of proformas in mentoring. This study examines the efficacy of a weekly review sheet (WRS) used in WMMs between STs on school placement and their school based MEs. The study qualitatively analyses the records of semi-structured interviews with TUs, STs and MEs and the content of 85 WRSs to determine how the WRS is used in schools and which the aspects of the WRS achieve their intended outcomes. The study finds that the WRS fulfils the key intended outcomes, particularly encouraging reflective practice and target setting. Whilst completion rates are high, with written reflections and targets tending to focus on pedagogy, the use in the WMMs during the WMMs is inconsistent. The findings suggest that the effectiveness of the WRS could be increased through additional training of MEs and STs.

Item Type:	Thesis/Dissertation (Masters)
Departments:	Institute of Education > Initial Teacher Education
Additional Information:	Dissertation submitted in part fulfilment of MA (Education) Degree.
Depositing User:	Tim Wood
Date Deposited:	01 Aug 2022 14:23
Last Modified:	13 Jan 2024 13:31
URI:	https://insight.cumbria.ac.uk/id/eprint/6528