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Abstract
In the rush to identify the tasks of school mentors in school‐based teacher training the changes to the role of the higher education tutor have been neglected. It is argued here that the role exists in an organic relationship with school mentors and intending teachers, within evolving teacher education partnerships. A call is made for a shared understanding of that role to be circumscribed by a model of teacher education which prizes the reflective practitioner and school and university mentor roles be complementary within the implementation of this model, it is argued that the recognition of this will enhance the quality of school‐based teacher education.