Mentoring in Action on a Primary PGCE Course

David Blake, Vincent Hanley, Mike Jennings, Michele Lloyd

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    3 Citations (Scopus)


    School‐based mentors are taking increased responsibility for the initial training of student teachers as a result of government policy to lengthen the proportion of time students spend in school during their training. The role of the mentor is critical in the development of a partnership model of initial teacher education (ITE), involving close collaboration between higher education institutions (HEIs) and schools. This article draws on our research into the practice of mentoring on the one‐year Primary Postgraduate Certificate in Education (PGCE) at the Chichester Institute. Through observations of mentoring sessions at school we analyse the process of mentoring in action. Drawing on mentor observations and interviews with mentors, students and college (link) tutors we examine the diverse nature of mentoring and identify some of the common qualities of good mentoring practice
    Original languageEnglish
    Pages (from-to)353-363
    Number of pages11
    JournalJournal of Further and Higher Education
    Issue number3
    Publication statusPublished - 1998


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