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Chew, A. M. K. E., Tan, G. G. P., & Lee, S. K. (2000). Trial group-mentorship programme for trainee teachers: A preliminary report. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 254-261). Singapore: Educational Research Association.
The positive role that teacher-mentors play in the development of beginning teachers and trainee teachers has been presented extensively in the literature. Teacher-mentors can contribute extensively and influentially to the personal and professional growth of those they mentor. In the Singapore context, the National Institute of Education (NIE) is the sole teacher training institution. The programmes it offers are structured and provide an extensive range of direct training in all aspects of teacher education except one — the practicum and its accompanying mentorship, which are provided by the school to which a trainee teacher is attached. An important responsibility thus lies with the school to provide a practicum and mentorship that will develop the trainee teacher’s potential in the best way. Anglo-Chinese School (Independent) [ACS(I)] has recently completed a trial of a systematic group-mentorship programme in which a trainee teacher was mentored by a group of more-experienced teachers in partnership with NIE. The programme in its pilot implementation has received positive feedback and is presented here as a model for future development.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
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