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ABSTRACT
Where a high proportion of teachers who practice in primary and secondary schools are trained in a pre-service university setting, further education (FE) colleges train the majority of their teaching staff on an in-service, part-time basis. This paper discusses the experiences of eleven new teachers, based in two FE colleges, during their first year of an initial teacher training (ITT) course and examines the support provided by subject-specific mentors, both in terms of their expectations and actual experiences of being mentored. Q methodology was used as the main data collection tool, with the addition of post Q sort interviews. Forty eight statements, developed using focus groups with trainees and an extensive literature review, were sorted by the eleven trainee teachers. Findings indicated that all the participating trainees painted a positive picture about what a mentor could and should offer an in-service trainee in FE. However, in reality, differences in experiences were reported. In addition, there was evidence of the trainees finding support outside of the mentor-trainee dyad, in the form of communities of practice.
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No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Nichola Kentzer
Dr Nichola Kentzer worked in further education (FE) for ten years teaching sport before moving into higher education in 2010 to teach FE teacher training, and now sport psychology. A qualified sport psychologist, she teaches, consults with athletes and is an active researcher (mentoring, supervision, practitioner and student wellbeing, reflective practice).
Paul Bracey
Dr Paul Bracey has been a Senior Lecturer in Education at the University of Northampton since 1997. His research has involved case study analysis of teacher perceptions of diversity in the school curriculum. His publications include both academic and practitioner journals. He regularly reviews academic articles and is an honorary fellow of the Historical Association.
Cristina Devecchi
Dr Cristina Devecchi gained a PhD from the University of Cambridge in the field of inclusion, school leadership, management and HRM. As co-director of the Centre for Education and Research she is responsible for PhD admission and progression. She has carried out national and international projects spanning education from early years to HE.