Learning to Teach or Learning to Manage Mentors? Experiences of school-based teacher training

Abstract

In the late 1990s teachers acting as mentors play a key role in initial teacher training (ITT). This article reports the findings of a study which examined student teachers' perceptions of 'good' practice in mentoring. Given that certain parallels have been drawn between the nineteenth-century pupil-teacher scheme and school-based ITT, the work of Lave and Wenger (1991) who see apprenticeship as central to learning was used as a framework for analysing the data. The study highlighted the significance of the affective in student teachers' school-based learning. But it also highlighted the significance of the affective in mentors' practice: e.g. mentors' feelings of vulnerability. The way in which students responded to mentors in this respect - how far they were able to 'manage' their mentors - ultimately contributed to the success of students' placements. The article concludes that the possession of mentoring skills alone will not guarantee that students receive appropriate support.

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