• "First meetings": constructive first encounters between pre-service teachers and their mentors

      Connolly, Steve M.; Bates, Gareth; Shea, James (Emerald, 2020-07-30)
      Purpose: The purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”. Design Methodology/Approach: The researchers used an action research approach to address the lower retention rate of pre-service teachers from different backgrounds, such as Black, Asian and minority ethnic (BAME), and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters. Findings: The researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period. Research Limitations/Implications: While it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can impact the way a mentor and mentee goes on to build a relationship. Originality/Value: The authors found very little research in the field of teacher education which looks at initial encounters between mentors and mentees and thus make an original contribution to the mentoring literature.
    • The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education

      Thompson, Carol; University of Bedfordshire (Taylor and Francis, 2016-08-05)
      This paper explores the impact of subject-specific mentoring within post-compulsory education. Using questionnaires and semistructured interviews, it considers those factors considered ‘most useful’ to teachers in training. The findings suggest that, contrary to the views espoused by bodies such as the Office for Standards in Education, Children’s Services and Skills, mentors have a limited impact on the effectiveness of teacher education. Reasons for this are examined, including the context in which most trainees and mentors work as well as the restrictions created by initial teacher education frameworks. A more productive approach to supporting postcompulsory education trainees is explored through the development of a collaborative and democratic model of mentoring.
    • The magic of mentoring: developing others and yourself

      Thompson, Carol (Routledge, 2019-02-01)
      The Magic of Mentoring offers an introduction to the theory and practice of successful mentoring together with a unique focus on how mentors can reflect on the skills they bring to the role, and those they still need to develop. Through the use of scenarios, reflections and stories, the reader is encouraged to apply the content to a real context, demonstrating the importance of reflection for both parties and the benefits derived from this, especially those related to understanding ourselves and others.
    • Research mentoring in higher education in England

      Levesley, T.; Francis, R.; Castanheira, P.; Hobson, A.; Church, Andrew; Chrysalis Research UK Ltd (Chrysalis Research UK Ltd, 2015-10-26)