TY  - JOUR
AB  - The mentoring of beginning teachers has not received enough critical
examination. Argues that a body of knowledge does exist which forms a
basis for a better theoretical understanding of mentoring as a concept,
and as an activity within organizations. By drawing on literature beyond
the field of initial teacher education, and on empirical work conducted
by the author on the student‐in‐school experience, a case is made for
the development of natural mentoring in schools.
VL  - 8
IS  - 5
SN  - 0951-354X
DO  - 10.1108/09513549410065701
UR  - https://doi.org/10.1108/09513549410065701
AU  - McNally J.G.
PY  - 1994
Y1  - 1994/01/01
TI  - Students, Schools and a Matter of Mentors
T2  - International Journal of Educational Management
PB  - MCB UP Ltd
SP  - 18
EP  - 23
Y2  - 2024/04/25
ER  -