Abstract
ABSTRACT This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing the knowledge, understanding and practice of secondary English trainee teachers in England. It considers to what extent current mentor practices and the initial teacher education (ITE) Mentor Standards support the development of trainees, and how mentoring can be strengthened to support both trainees’ and mentors’ development. The results highlight several areas of development for mentors. They suggest that mentoring should be reconceptualised to allow both trainees and mentors to learn to reflect more deeply together. An individualistic, hierarchical, performance-based model could shift to become more collaborative, dialogic and focused on deep learning.
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