Abstract
AbstractThis study responds to an imperative for increased support and recognition of mentor teachers within Australian initial teacher education (ITE) programs in response to recent reviews highlighting mentor teachers’ critical role in preparing classroom-ready graduate teachers. By addressing the recurrent challenges faced by mentor teachers, such as hidden labour, this research aims to bridge the discrepancy between the crucial nature of the mentor role and the inadequate resourcing of this work. Through participatory action research (PAR), the paper reports how eight school-based coaches, as participants, instigated support mechanisms to address the recurrent challenges faced by 78 mentor teachers in one ITE–school partnership. Using qualitative methods, the research underscores the significance of dedicating time to enhance effective mentoring practices within ITE.
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