Managing your role as a mentor

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Mentoring can be defined ‘as a one to one relationship between a relatively inexperienced teacher and a relatively experienced one which aims to support the mentee’s learning and development as a teacher, and their integration into and acceptance by the cultures of the school and profession’. With the increase in school-based training in England, an emphasis on organisational professional development, whereby the beginning teacher is prepared to work within the specific context in which they train, may be creating short-term development rather than the occupational professionalism evident in other types of training, which focus on more universal skills and strategies that prepare beginning teachers for long-term involvement with the teaching profession. Barrett, Mazerolle and Nottingham suggest that mentoring is beneficial because it provides the person being mentored with a chance to feel connected, assimilated and eventually legitimised.
Original languageEnglish
Title of host publicationMentoring teachers in the primary school
Subtitle of host publicationa practical guide
EditorsKristy Howells, Julia Lawrence, Judith Roden
Place of PublicationLondon
PublisherTaylor & Francis
Chapter4
Pages43-50
Number of pages8
Edition1st
ISBN (Electronic)9780429424199
ISBN (Print)9781138389069, 9781138389076
DOIs
Publication statusPublished - 2021
Externally publishedYes

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