English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of this paper is to explore how student-teachers narratively constructed their identities through a mentorship school-based approach. These prospective teachers used typologies of their identities as a base of support for their becoming teacher professionals. This study employed a qualitative research method via semi-structured interviews and explored student-teachers’ learning experiences during the school-based learning project. From these interviews, which are inductive in nature, we first sought out recurring themes in student-teachers’ ways of speaking about their mentors and their experiences of the school-based learning project. The findings revealed that PGCE student-teachers’ exposure to a structured mentorship programme provides more than adequate opportunities for the enhancement of personal growth and professional development; thus reinforcing the construction of multiple teacher identities. DOI: 10.5901/mjss.2014.v5n9p405

Constructing Student-Teacher Identities via a Mentorship Programme Initiative: A Case for School-Based Learning