4.7 Further reading

Boyd, 2014 - Using ‘Modelling’ to Improve the Coherence of Initial Teacher Education - https://insight.cumbria.ac.uk/id/eprint/1987/1/Pete%20Boyd%20Using%20modelling%20in%20teacher%20education.pdfLink opens in a new window https://insight.cumbria.ac.uk/id/eprint/1987/1/Pete%20Boyd%20Using%20modelling%20in%20teacher%20education.pdfLink opens in a new window

Buckingham and Goodall, 2019 - https://hbr.org/2019/03/the-feedback-fallacyLink opens in a new window

Ericsson A & Pool R (2016) Peak. London: Vintage.

Feldon DF (2007) Cognitive load and classroom teaching: The double-edged sword of automaticity. Educational Psychologist 42(3): 123–137.

Hatano G and Oura Y (2003) Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher 32(8): 26–29.

High-Leverage Practices – TeachingWorks Resource LibraryLink opens in a new window

OECD, “Do New Teachers Feel Prepared for Teaching?” Teaching in Focus 17 (Paris: OECD Publishing, 2017). http://dx.doi.org/10.1787/980bf07d-en

Sherrington, T and Caviglioli, O 2020 - https://walkthrus.co.uk/Link opens in a new window

Sims, S. 2019 - https://samsims.education/blog-2/Link opens in a new window

If you are interested in developing your learning further, we have a PG Certificate Professional Education (60 CATS) with both a January 2025 and June 2025 intake. Further details about the PG Certificate can be found here: Postgraduate Certificate Professional Education (warwick.ac.uk) You can use much of the learning from this mentor training to develop your PG Certificate Portfolios in:

1) Effective Leadership and Mentoring

2) Strategic Research.

If you are looking for additional CPD, you can use the credits from this certificate towards your MA Professional Education. Further details about the MA Professional Education can be found here: MA in Professional Education (warwick.ac.uk)

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