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ELT Journal 1994 48(4):347-355; doi:10.1093/elt/48.4.347
© 1994 by Oxford University Press
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Articles

Teachers as mentors: a route to in-service development

Jayne Moon

lecturer in TESOL in the School of Education, University of Leeds. She has recently returned from a primary education consultancy in Bhutan, where she was attached to a primary teacher training college. She has worked extensively in teacher education in many parts of the world, including Hong Kong, Nepal, Indonesia, and the Maldives. Her current interests include teaching foreign languages to young learners, in-service teacher education programmes, and language across the curriculum.

In this article I aim to demonstrate the value of teacher mentorship schemes for in-service teacher development with reference to a particular programme in Bhutan.1 I will briefly describe the rationale for the scheme, the selection and training of the mentors, or associate teachers as they were known in Bhutan, and then ilustrate how such a scheme can contribute to teacher development. Finally, I will discuss some of the constraints and problems which have affected the present scheme, and which would need to be considered in setting up such a scheme elsewhere.


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