Making accessible the practical value of research literature for effective mentoring
Written by: Jemima Davey and Jane Chambers
7 min read
JEMIMA DAVEY, SUBJECT LEAD FOR EDUCATION PARTNERSHIPS, ST MARY’S UNIVERSITY, UK
JANE CHAMBERS, HEAD OF THE SCHOOL OF EDUCATION, ST MARY’S UNIVERSITY, UK
Role of a mentor
Fulfilling the role of mentor to a beginner teacher, in either their training or their early career, is a significant responsibility, which can highly influence the development of the next generation of educators (Oberholzer and Boyle, 2024). Although mentoring in teacher education focuses largely on developing the characteristics and qualities of effective teachers, it is essential to acknowledge that the role of the mentor is distinct to that of being a classroom teacher. This point is captured by Czerniawski et al. (2023, p.10), who state that the ‘knowledge, skills, creativity and emotional endeavour required to teach others how to teach varies considerably in content, form, process and pedagogy to that required when teaching children’. It is this notion of difference that underpins the need for a nuan
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