Levinson, R;
Frost, J;
Amos, R;
(2006)
How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?
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| Type: | Report |
|---|---|
| Title: | How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts? |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | Research into subject specific mentoring on the PGCE science course at the Institute of Education, University of London, in the academic year 2004-2005, supported by the Teacher Development Agency, TDA, Research and Development Award. |
| Keywords: | England, Adults, Higher education institution, Initial teacher education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10023060 |
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