Research Engaged Practice Network
Researching Teacher Mentoring Practices
"The importance of mentoring in teachers’ professional development is well recognised (Hobson et al., 2009) and was singled out for ‘needing much greater status and recognition’ by the Carter Review (2015) of initial teacher education in England. This led to the development of the national standards for school-based mentors (DfE, 2016) and the urgency to respond to this is heightened by calls in the Early Career Framework (DfE, 2019) for ‘fully trained mentors’. However, there's still considerable variation in the quality of mentor training with an emphasis on induction (Ingersoll and Strong, 2011), leading to claims that mentoring is ‘a practice which is ill-defined, poorly conceptualized and weakly theorized’ (Colley, 2003, p.13).
This special REPN event will explore research projects focussed on understanding the knowledge and behaviours of teacher mentors in order to promote effective mentoring practice.
- Richard Pountney, Sheffield Institute of Education, Sheffield Hallam University
- Rachel Lofthouse, Professor of Teacher Education, Carnegie School of Education, Leeds Beckett University
- Bronwen Maxwell, Head of Commissioned Research, Sheffield Institute of Education, Sheffield Hallam University
- Helen Belinger, Director of Doncaster Research School and colleagues from Woodfield Primary School
To book your place at this event please visit our Eventbrite page.