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The magic of mentoring: a democratic approach to mentoring trainee teachers in post-compulsory education

Research Output: Contribution to journal Article Peer-review

Abstract

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 246-259

Journal (Volume, Issue Number)

Research in Post-Compulsory Education (Volume 21, Issue 3)

Publication milestones

  • Accepted/In press - 05/11/2015
  • Published - 05/08/2016

Publication status

Published - 05/08/2016

ISSN

1359-6748

External Publication IDs

  • handle.net: 10547/623550
  • Scopus: 85032113860

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