ABSTRACT
There is now an increasing literature on school-based training (Furlong et al. 1988; Wilkin 1992; Shaw 1992); the mentor's conception of his or her role (Booth et al. 1990; Feiman-Nemser et al. 1990; McIntyre et al. 1993); the relationship of the mentor to the training institution (Zeichner 1990); and the knowledge basis needed for effective teaching (Gudmundsdottir et al. 1985; Shulman 1986). Yet what is lacking is research data from the point of view of the trainee teacher. Where his or her voice is heard, it tends to be there to illustrate the actions or knowledge base of the mentor (for example, Feiman-Nemser et al. 1990). It was to remedy this situation that the evaluation project which is the subject of this paper was undertaken.
