Asclepius or Hippocrates? Differing interpretations of post‐compulsory initial teacher training mentoring

摘要

This article discusses qualitative research findings on mentoring within PCET ITT (post‐compulsory education and training initial teacher training). The article complements the findings of Tedder and Lawy (200938. Tedder, M. and Lawy, R. 2009. The pursuit of ‘excellence’: Mentoring in further education initial teacher training in England. Journal of Vocational Education and Training, 61(4): 413-29. [Taylor & Francis Online]View all references) and Ingleby (201025. Ingleby, E. 2010. Robbing Peter to pay Paul: The price of standards driven education. Research in Post‐Compulsory Education, 15: 427-40. [Taylor & Francis Online]View all references). The article develops Downie and Randall's consideration of the merits or otherwise of mirroring either ‘Asclepius’ or ‘Hippocrates’. Asclepius, the Greek god of healing is interpreted as being representative of ‘reflective practice’. Hippocrates, the Greek physician is regarded as personifying a rational audit‐driven culture within PCET ITT. The article argues that this latter characteristic has become part of PCET ITT mentoring. This article seeks to raise awareness of PCET ITT mentoring through relating primary research data to the work of Pierre Bourdieu and Michel Foucault. The research findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside focus‐group data from eight mentors.View full textDownload full textKeywordsmentoring, discourse, power, standards‐driven educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13636820.2010.549949