School-based teacher education is being implemented and this book explores the changing role and function of the supervisory teacher in the classroom.; The ramifications of the changes to pre-service teacher training are enormous. The staffing of some parts of universities will be affected dramatically; the distribution of funds will change; the tasks of many teachers in school will be different as they find themselves becoming teacher educators rather than supervisors in their new role as mentors. In this highly readable book, the Fields, through a series of case studies, drawn from the UK and Australia, focus on the changing roles and responsibilities of those central to the preparation of the next generation of teachers.; Chapters consider the overall effect that mentoring will have on the teaching profession. The book looks at the skills required by teachers and, in particular, the beginning teacher; the experiences of teachers in-training undergoing education programmes; teachers' supervisory roles; and how universities will be affected by the changes.; Practical guidance is given for teachers becoming mentors and how mentoring can lead to professional development and as a way forward in teachers' careers.

School-based teacher education is being implemented and this book explores the changing role and function of the supervisory teacher in the classroom. The ramifications of the changes to pre-service teacher training are enormous. The staffing of some parts of universities will be affected dramatically; the distribution of funds will change; the tasks of many teachers in school will be different as they find themselves becoming teacher educators rather than supervisors in their new role as mentors. In this highly readable book, the Fields, through a series of case studies, drawn from the UK and Australia, focus on the changing roles and responsibilities of those central to the preparation of the next generation of teachers. Chapters consider the overall effect that mentoring will have on the teaching profession. The book looks at the skills required by teachers and, in particular, the beginning teacher; the experiences of teachers in-training undergoing education programmes; teachers' supervisory roles; and how universities will be affected by the changes. Practical guidance is given for teachers becoming mentors and how mentoring can lead to professional development and as a way fo