European Journal of Teacher Education volume 27, issue 2, P139-146 2004 DOI: 10.1080/0261976042000223015 View full text
Peter Hudson *

Abstract: The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject-specific areas. Constructivist theory and a five-factor model towards specific subject mentoring are proposed as ways to develop mentees' teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee's knowle…

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