ABSTRACT

This chapter addresses the meaning of ‘potential’ with regard to pre-service mathematics teachers and the identification and development of this potential by practice-based mentors. Consideration is given to the early identification of strengths and weakness in areas that are key attributes for teachers, such as teacher knowledge, and describing how practice-based mentors can provide experiences to support development in these areas. We discuss the ways in which both the provider institution and practice-based mentors can work together across the range of teaching, tasks and activities assessed, including considering how best to give appropriate feedback to pre-service teachers. Use of feedback to actively encourage reflective practice is addressed and the need for practice-based mentors to use a diversity of approaches.