Mentoring and the Professional Development of Teachers

Abstract

An ongoing research project has been focusing on the changing roles of colleagues based both in school and in college who are involved in the supervision of students in school and on their professional development needs.

This article focuses on three elements of the research findings which we have obtained from the collation and analysis of the evaluations of the programmes so far.

box	Aspects of the training which have been most useful
box	Issues arising from the meetings of the mentor support groups
box	Implications for the continuing professional development and career development of the mentors

The findings have been further informed by a series of semi‐structured interviews.