I am no further than that, either. I started using role-play in my teaching 40 years ago, and also ran inset courses on it but they were more practical than theoretical. I am a kinaesthetic/visual learner and so from personal experience the enactment of simulated experience is helpful for me to absorb an understanding of processes, which is why I have been keen on using them - on the basis of what seems to work for me must be good for everyone! Seriously, though, I have found that understanding only slowly develops, often in a piecemeal manner (a constructivist approach) resulting from repeated experiences, each one potentially opening new depths, or layers, of perception, so to teach through activity, visual examples AND discussion/explanation seems a useful way of addressing all learner type needs and having the potential to develop deeper layers of understanding.
Peter

________________________________

From: BERA-MENTORING-COACHING on behalf of Dianne Allen
Sent: Wed 17/09/2008 07:10
To: [log in to unmask]
Subject: Re: E-seminar:Theme Three: If mentors develop their own learning theories to inform their practice, is this sufficient?


Thanks Rosalind, this does explain your thinking so far, and is, in terms of evidence, not much further advanced than some of my own thinking, and my thinking is in part a reflection of (a) my experience and (b) the absence of any good and clear indications in the literature that any one else has gone much further into the practice of using role play in certain learning situations and how to then work with the data in and from the role play experience to go the next step to spell out the theory employed in practice, let alone the longer and deeper task of examining that theory-in-use in practice, to check it against any espousal of theory and congruence between in-use and espoused (to use the terms that Argyris and Schon use).   
 
I was hoping that you might have progressed further than I had reached.
 
Dianne

	----- Original Message ----- 
	From: Rosalind Rice <mailto:[log in to unmask]>  
	To: [log in to unmask] 
	Sent: Tuesday, September 16, 2008 7:36 AM
	Subject: Re: E-seminar:Theme Three: If mentors develop their own learning theories to inform their practice, is this sufficient?

	Dear Dianne, Peter, Sarah et al,
	 
	Re  role play as a vehicle for mentors development I am keen that Universities in various ITE Partnerships running one year PGCE or SCITT courses look to actually balance the practicalities of the role of a mentor with learning theories that literature tells us underpins the mentors role. (Hansford et al 2003)
	 
	I consider that Mentors' should be allowed to reflect on their practice just as student teachers are requested to whilst on their practicum in schools. This I perceive would be ideally done through the use of scenarios provided set up by the University tutors during mentor training.  This might be organised through a brain storming session with mentors providing the themes for the scenarios or possibly through a form of mind mapping.  I consider the sessions should be set up with an underlying model/ adult learning theory and then post-scenario a reflection and discussion session could then take place and ideas pooled.  
	 
	 I found within my own recent case study that mentors practice reflected the many theories underlying this mentoring relationship between 2 adults and when mentors were asked to reflect  (Schon,1987) on their practice or even their own teaching practice they felt informed by this experiential learning (Kolb, 1984) whether positive or negative.  Thus the theory then informed their practice through reflection.
	 
	I hope Dianne this helps explain some of my thinking at present.
	 
	Best wishes
	 
	Rosalind
	 

		----- Original Message ----- 
		From: Dianne Allen <mailto:[log in to unmask]>  
		To: [log in to unmask] 
		Sent: Sunday, September 14, 2008 11:48 PM
		Subject: Re: E-seminar:Theme Three: If mentors develop their own learning theories to inform their practice, is this sufficient?

		Rosalind, Peter and all,
		 
		Role play as a vehicle for developing theory-practice understanding
		 
		Rosalind, I am interested to understand some more of the way you are thinking, and about using the role play to be a vehicle for helping mentors know (or learn more of?) the theoretical that informs their practice .. or perhaps you were meaning something else?  Can you elaborate for me please?
		 
		Dianne

			----- Original Message ----- 
			From: Rosalind Rice <mailto:[log in to unmask]>  
			To: [log in to unmask] 
			Sent: Sunday, September 14, 2008 9:58 PM
			Subject: Re: E-seminar:Theme Three: If mentors develop their own learning theories to inform their practice, is this sufficient?

			Dear Peter, Dear All,
			 
			Thank you for your perspective on the Theory- Practice issue I perceive to be an area to be re-addressed regarding the role of the mentor in ITT.  I look not only from a teacher researchers point of view but also from a teacher practitioner in Primary, Secondary and FE and within these sectors as a Mentor for Student Teachers, NQT's and fellow colleagues.
			 
			I understand what you say regarding the practicalities of training and am not endorsing extra mentoring training for mentors( they are very busy teachers and this is only a small part of their role as a teacher) even though I realise that this would be a wonderful situation and as you say would be what would happen in an ideal world!  
			 
			What I am wishing is for more theory to be introduced into the present mentor training in ways that will be facilitated by mentors more easily e.g. role play.  I also feel that some mentors may not be as creative or reflective or experienced as others and so do not have their own learning to draw upon and this would ensure all mentors would benefit from more theoretical knowledge.
			 
			The learning theories I would be advocating would be those that would help reinforce and endorse the mentors development at whatever stage they may perceive they are at.  Not all mentors are very experienced today even though that is the ideal model, so thus to provide scenarios utilising various learning theories would I believe be advantageous to the mentor.  No one theory provides the necessary support or challenge to the mentor at any one time and so a widening of understanding of the various learning theories is what is necessary for the University element of the ITT Partnership.
			 
			Best wishes
			 
			Rosalind

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