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Peiser, G, Duncalf, D and Mallaburn, A (2019) The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education. ISSN 1367-4587
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Abstract
Against an international policy backdrop that favours school-led initial teacher education, this paper presents the results of a study seeking to explore the role of the teacher mentor in the English context. Using an online survey (n=64) and semi-structured interviews (n=7), the study examined how mentors conceptualised their roles and related skills, and if perceptions varied depending on whether they supported mentees on school-led or university-led routes, and, or, other contextual variables. In light of preliminary findings from the survey, suggesting that views could be affected by the particular workplace in which mentors were located, the second (interview) phase of the research was theoretically underpinned by Kemmis et al.’s (2014) ‘practice architectures’ framework. Whilst overall the findings revealed that perceptions and reported practices continued to be influenced by structural factors identified in existent studies, they also suggested the emergence and impact of new cultural and situational dynamics, characterising practice architectures, at school level. The authors consider the reasons for variations in practice architectures and the implications for future mentor development.
| Item Type: | Article |
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 26 Nov 2019 |
| Uncontrolled Keywords: | 1303 Specialist Studies in Education |
| Subjects: | L Education > L Education (General) |
| Divisions: | Education |
| Publisher: | Taylor & Francis |
| Date Deposited: | 12 Nov 2019 11:16 |
| Last Modified: | 13 Jan 2022 16:00 |
| DOI or ID number: | 10.1080/19415257.2019.1694053 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/11752 |
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