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How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?

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? Green open access

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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 > 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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