I am delighted to be here this afternoon to talk to this audience. My talk this afternoon proceeds in three stages.
- The problem of generic approaches to teacher education, where generic means ‘not subject-specific’
- How we might rethink teaching as a subject-specific practice.
- What this looks like in the context of preparing mentors.
In this talk I am going to be drawing on a number of sources, including my own doctoral research into the subject-specific nature of history teacher discourse, my experiences as a history mentor in the Cambridge partnership, and more recently my experiences of working with novice and experienced teachers in a multi-academy trust.
My background is in mentoring and training trainees in secondary history, although a lot of my recent work has been with primary school teachers, and, although I would want to exercise a little more restraint and caution in my conclusions when discussing primary, I…
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