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Mentoring matters: contributing to a more just tomorrow in geography education

Hammond, L; Puttick, S; Walshe, N; Healy, G; (2022) Mentoring matters: contributing to a more just tomorrow in geography education. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. (pp. 243-251). Routledge: London, UK.

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Abstract

Mentoring matters because of the ways in which it shapes educational practice, teachers’ experiences, the kinds of geographies children and young people engage with in school, and the futures this makes possible. In this conclusion to Mentoring Geography Teachers in the Secondary School we reflect on how, and why, mentoring matters in and for geography education. We then go on to examine how the themes of justice, agency and voice have been raised – both implicitly and explicitly – in and through this edited collection. Here, we consider why these themes are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.

Type: Book chapter
Title: Mentoring matters: contributing to a more just tomorrow in geography education
ISBN-13: 9780367743222
DOI: 10.4324/9781003157120
Publisher version: https://doi.org/10.4324/9781003157120
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
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/10136583
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