The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education
Authors
Thompson, CarolAffiliation
University of BedfordshireIssue Date
2016-08-05
Metadata
Show full item recordAbstract
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.Citation
Thompson C (2016) 'The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education', Research in Post-Compulsory Education, 21 (3), pp.246-259.Publisher
Taylor and FrancisAdditional Links
https://www.tandfonline.com/doi/full/10.1080/13596748.2016.1195172Type
ArticleLanguage
enISSN
1359-6748EISSN
1747-5112ae974a485f413a2113503eed53cd6c53
10.1080/13596748.2016.1195172