UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Educative mentoring: A key to professional learning for geography teachers and mentors

Palombo, Maria; Daly, Caroline; (2022) Educative mentoring: A key to professional learning for geography teachers and mentors. In: Healy, G and Hammond, L and Puttick, S and Walshe, N, (eds.) Mentoring Geography Teachers in the Secondary School. A Practical Guide. (pp. 208-223). Routledge: London, UK.

[thumbnail of Daly_Educative Mentoring.pdf] Text
Daly_Educative Mentoring.pdf
Access restricted to UCL open access staff until 29 August 2023.

Download (529kB)

Abstract

The chapter explores the potential of educative mentoring to support the development of geography teachers. We begin by exploring the principles of educative mentoring, drawing on the ideas of knowledge-of-practice (Cochran-Smith and Lytle, 1999, Langdon and Ward, 2015), enquiry as stance and co-construction of knowledge within a professional learning community. We examine educative mentoring in terms of benefits not only for the beginning teacher, but also for the mentor, pupils and the wider school. There is a brief discussion of the benefits of using an educative approach in geography education, linking to the dynamic and contested nature of the subject and the importance of critically engaging with theory and practice. Three common tasks completed by a geography mentor and beginning teacher are then explored through an educative mentoring lens. These practical examples suggest ways in which geography mentors can take an educative mentoring approach in collaborative planning, observation and post-lesson dialogue, and collaborative marking. The chapter concludes with suggested next steps for the geography mentor.

Type: Book chapter
Title: Educative mentoring: A key to professional learning for geography teachers and mentors
ISBN-13: 9781003157120
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 - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10141605
Downloads since deposit
2Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item