ABSTRACT
The remaining chapters of this book are concerned with the development of practice in subject mentoring. Chapter 5 identifies significant tendencies in subject mentoring from research evidence of mentors’ practice in supporting lesson planning, teaching and evaluation. It uses this evidence to argue a case for the practice of discursive subject mentoring. Chapter 6 identifies the field of educational discourses in which discursive subject mentoring takes place, and suggests that reference to this field of discourses can make subject mentoring more effective. Chapter 7 uses further research evidence and a case study to demonstrate how discursive mentoring can be practised in relation to collaborative teaching, making reference to the dialogue of educational discourses which is the context of teaching. In conclusion, Chapter 8 argues that the practice of discursive mentoring is best conducted within what may be called mentoring departments in mentoring schools. The argument of these chapters makes use of evidence from a study of subject mentors involved in a number of PGCE programmes between 1993 and 1996.
