ABSTRACT
Naturally, increasing school-based training automatically brings with it alterations in responsibilities and re-negotiation of roles, whether there is formal mentor training or not. According to an HMI report: ‘The idea of partnership is crucial to the concept of school-based training. The extent to which a course is school-based cannot be determined adequately just by counting the hours students spend in school; the more influential role for teachers implied by the criteria needs to be evident too’ (HMI, 1991:6). Such partnerships, however, are not like marriages, with two sides, a school and a college; they are triangular, with teachers, tutors and students having varying perceptions of the relationship. This chapter discusses the views of each side of the triangle involved in a training partnership for first-year students.
