Abstract
With 30% of schools in England coming under the category ‘faith’ schools, it is appropriate to ask, how is the mentoring of religious education (RE) teachers in such contexts similar to or different from that in other schools? Furthermore, the category covers suche a wide range of frameworks, and the term can mean such different things that it is worth giving special attention to what we mean by the designation, and to the implications of, this for the mentoring of RE teachers in these different contexts. This chapter explores all these issues, offering a map of the terrain and some guidelines on how to traverse it.
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