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 language | English |
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Title of host publication | Mentoring teachers in the primary school |
Subtitle of host publication | a practical guide |
Editors | Kristy Howells, Julia Lawrence, Judith Roden |
Place of Publication | London |
Publisher | Taylor & Francis |
Chapter | 4 |
Pages | 43-50 |
Number of pages | 8 |
Edition | 1st |
ISBN (Electronic) | 9780429424199 |
ISBN (Print) | 9781138389069, 9781138389076 |
DOIs | |
Publication status | Published - 2021 |
Externally published | Yes |