Angi Malderez

University of Leeds · School of Education

This book which is primarily for mentors describes a research-informed and non-judgemental form of mentoring teachers and ways it can be adjusted according to context. It is based on the author’s more than three decades of working on mentoring and with mentors. It starts with a chapter in which main terms are defined and, for example, the role of m...

PurposeThe purpose of this article is to identify and examine root causes of the failure of school-based mentoring to realize its full potential. Design/methodology/approachThe article draws on the re-analysis of data from two major mixed-method empirical studies carried out in England. It focuses on data generated from interviews with beginner tea...

What influences how well‐prepared student teachers feel towards working in schools upon completion of their initial teacher preparation (ITP)? In order to investigate this question, we used a path analysis using data from a longitudinal study investigating the experiences of trainee and early career phase teachers in England. The data were generate...

This presentation looked at four types of stories that could be told ‘in school’: two for use in supporting language learning and two for supporting language teacher learning. Stories were told and theoretical arguments for their use made – including the argument that the interactive, contingent, context-specific and one-off experience of being tol...

This article begins by tracing the modern roots of mentoring in teacher education, major themes supported by recent perspectives on professional learning, and the evolving relationships between these two strands. It then outlines, under three different headings, what growing research in this area is beginning to yield: effectiveness and benefits of...

This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.1 It is intended that the report will be helpful to coun...

INTRODUCTION This chapter begins by considering similarities and differences among mentors, supervisors and others who help teachers learn and develop. Drawing on the work of many in the field, conditions needed for mentoring to be effective are discussed. Finally, a view of what mentoring is, what mentors are, and what they do is presented. SCOPE...

This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful m...

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Trad. de : "Mentor courses : a resource book for trainers-trainers". Incl. bibl.

Drawing on data generated via large‐scale survey and in‐depth interview methods, this article reports findings which show that being a student teacher in early‐twenty‐first‐century England is a demanding personal experience which requires considerable engagement and commitment in the face of built‐in challenges and risks, and which engenders, for m...

This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003-2004), data were generated via: (1) in-depth, face to face interviews with 85 student teachers throughout England; and (2) self-completion questionnaires, returned by 4,790 student teachers...

This paper presents early findings from a six-year longitudinal study of beginner teachers' experiences of initial teacher preparation (ITP) and early professional development in England. Data reported in the paper were generated via a questionnaire survey, completed by 4790 student teachers, and face to face interviews with 85 student teachers, ac...

This paper highlights the importance of the dynamics of the learner group in shaping the L2 learning process. We argue that group characteristics and group processes significantly contribute to any success or failure in the L2 classroom, and therefore language teachers could potentially benefit from an awareness of the principles of group dynamics....