What Do Teacher Mentors Tell Student Teachers About Pupil Learning in Infant Schools?

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Abstract
Recent emphases on experiential classroom learning in the induction into expertise of student teachers may over‐estimate the learning support that class based practitioners offer students. Current understandings of teachers' thinking and planning suggest that expert practitioners may not be best placed to provide student teachers with frameworks for understanding what Shulman (1987) categorises as general pedagogical knowledge. Data from a sample of 11 UK infant school teacher mentors in the form of 5 hours of taped planning and evaluatory conversations with 20 students have been content analysed. Teacher‐talk related to explanations of how pupils learn forms the focus of the paper. Implications for mentor training and school‐university partnerships are drawn from the analysis of the data. Finally the need to confront the language difference that obtains between schools and universities in order to develop the theoretical base of teacher education is asserted.

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