| Abstract: | In recent years, the University of Liverpool has undertaken extensive research and development on work‐based learning across a range of academic disciplines, notably with Departments heavily involved in training for the professions. This paper considers this work and finds strong parallels between the experience gained the findings of recent research at Liverpool on school‐ based teacher training. In particular, the paper considers one issue ‐‐ that of progression, focusing on the changing needs of learners when on extended work placement and identifying implications for mentors. The paper concludes that much can be learned by those responsible for teacher training from the experience gained in other professions. |
