Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is…

Assumptions are often made about new lecturers in terms of previous experience, development needs and orientations towards the new role. Postgraduate certificate (PgCert) programmes tend to operate on the assumption that new lecturers are already familiar with the research element of their discipline, in a default transition from PhD to…

Using our experience of a work-related learning project, run jointly between Newcastle and Northumbria Universities, in which 600 students annually undertake work placements, this paper focuses on the inherent challenges of using over 30 assessors to assess students. The assessors come from a wide variety of backgrounds and we have had to find…

1992 (British) legislation declared that headteachers must identify staff members to serve as mentors to new teachers. Mentors are expected to function within a support system composed of colleagues, headteacher, governors, advisers, and the local authority. This study examines the mentor's role, analyzes new teachers' needs, and shows how mentors…

Discusses the school-based mentoring process supporting teachers' initial training, drawing from practical applications and theoretical frameworks. Mentoring development in any school is affected by several factors, including whole-school and communication issues, challenges and conflicts, available resources, management of the learning…