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ABSTRACT
This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing the knowledge, understanding and practice of secondary English trainee teachers in England. It considers to what extent current mentor practices and the initial teacher education (ITE) Mentor Standards support the development of trainees, and how mentoring can be strengthened to support both trainees’ and mentors’ development.
The results highlight several areas of development for mentors. They suggest that mentoring should be reconceptualised to allow both trainees and mentors to learn to reflect more deeply together. An individualistic, hierarchical, performance-based model could shift to become more collaborative, dialogic and focused on deep learning.
Disclosure statement
No potential conflict of interest was reported by the author.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
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Notes on contributors
Sue Pinnick
Sue Pinnick Sue taught English Language and Literature in secondary schools in Sussex for 16 years and mentored many PGCE English trainee teachers during this time. In 2016, Sue became the lead tutor for the English ITE course at Sussex University which currently trains approximately 30 trainees a year, working with mentors in schools throughout Sussex, Surrey and Kent. In January 2020, Sue graduated with a Masters in Education; this article reflects the focus of her final dissertation.