ABSTRACT
In Scottish education, teacher education is seated in university-based schools of education. Teacher educators provide theoretical understandings which are then implemented on practicum. All classroom teachers are expected to adopt the role of mentor to both student teachers on practicum and teachers in their induction year, prior to full registration with the teachers’ professional body. This chapter is underpinned by the assumption that as beneficiaries of the education provided by teachers in schools, pupils have valuable information to share with teacher educators as to how they might better prepare student teachers for 21st-century classrooms. Donaldson advocates the need for both teachers and teacher educators to become enquiring professionals and this can be interpreted as adopting an openness to learning, including learning from the primary beneficiaries of education – the pupils. The chapter explores the benefits and challenges for all teacher educators, whether based in universities or as student and inductee mentors in schools, in becoming enquiring professionals.
