ABSTRACT
Subject mentoring in schools is still in its infancy and understandings of the processes of mentoring are still growing and will continue to grow in coming years. The discussion of mentoring in this book has been presented in the hope that it will further the understanding of the processes of subject mentoring for mentor and tutor alike, and suggest further areas for research. This book has argued that learning to become a teacher is not just about the acquisition of competences. Professional competence rather involves a capacity to theorise from practical experience, and to interpret theory in practical situations. Moreover, teachers think across the theory-practice continuum in dialogue with a complex, interrelated set of educational discourses. The development of the capacity to do this is vital because it enables teachers to become creative, flexible and hence properly resourceful, and it provides a basis for professional development that can extend beyond ITE experience.
