Some have mentoring thrust upon them: the element of choice in mentoring in a PCET environment

Abstract

This short article explores the issue of whether teachers in colleges are being selected or directed to assume mentoring responsibilities with regard to one full time, pre-service, PCET ITE course, and whether any links are discernible between their attitudes to mentoring and the origins of their involvement in the activity. There is a particular focus on examining the extent to which prospective college-based mentors have expressed a preference to be designated as such or have been, on the other hand, either ‘passive’ or actually coerced into an involvement with the scheme described. On the basis of a postal survey, it emerges that mentors' initial reactions to becoming involved in mentoring beginning teachers have overwhelmingly been positive ones. Furthermore, once engaged with the role their intentions have been to continue in it. Some suggestions are made regarding possible ways in which college-based mentoring might be further incentivised, given the appeal it largely already appears to hold, on the basis of a small scale study.