Asclepius or Hippocrates? Differing interpretations of post‐compulsory initial teacher training mentoring

Abstract

This article discusses qualitative research findings on mentoring within PCET ITT (post‐compulsory education and training initial teacher training). The article complements the findings of Tedder and Lawy (2009) and Ingleby (2010). The article develops Downie and Randall's consideration of the merits or otherwise of mirroring either ‘Asclepius’ or ‘Hippocrates’. Asclepius, the Greek god of healing is interpreted as being representative of ‘reflective practice’. Hippocrates, the Greek physician is regarded as personifying a rational audit‐driven culture within PCET ITT. The article argues that this latter characteristic has become part of PCET ITT mentoring. This article seeks to raise awareness of PCET ITT mentoring through relating primary research data to the work of Pierre Bourdieu and Michel Foucault. The research findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside focus‐group data from eight mentors.

Keywords:

• mentoring
• discourse
• power
• standards‐driven education

Acknowledgements

This research has been funded by ESCalate's Developing Pedagogy and Practice research grant scheme since November 2009. The article develops the research reported by Ingleby (2010).