Learning from change: the mentoring triangle

Abstract

Studies of relationships in the encounters of initial teacher education have tended to focus on pairs of actors — the higher education (HE) tutor and the student; the school‐based tutor and the student. This article looks at the occasion, formalised in the new partnership arrangements, when HE tutor and student meet to discuss issues of common concern. It identifies some benefits, in terms of clarification of role and responsibility, of the present definition of partnership. In the first year of the scheme it is apparent that the class teachers responsible for the mentoring of student teachers have a greater sense of ownership of the process and are more confident in their position vis a vis the higher education tutor. The higher education tutor finds that within a tighter specification of tasks, a distinctive contribution is recognised and respected. The student teacher's position and status in the triangle of relationships is the one that needs some further clarification, especially in relation to the interim and final judgements of competence.