The emerging dilemmas and challenges for mentors and mentees in the new context for training in‐service teachers for the Learning and Skills sector

Cullimore, Sue; Simmons, Jonathan

doi:10.1080/13596741003790799

Cited by 16 publications

(13 citation statements)

References 5 publications

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“…Weaknesses in mentor support emanate in part from practical issues, such as lack of allocated time for mentoring and weaknesses in the infrastructure, such as availability of appropriate physical spaces for mentor meetings (Cullimore and Simmons 2010). Key aspects of an effective architecture for mentoring, identified by Cunningham (2007), include an institutional commitment to mentoring, integration of mentoring into the organisation's people development strategy, allocation of physical resources such as private rooms for meetings, resources that exemplify effective teaching practice, an appropriate mentor selection policy, a programme of induction training, support for mentors and a collegially agreed framework that sets out mentors' and mentees' roles and obligations.…”

Section: Individual Factorsmentioning

confidence: 99%

Improving workplace learning of lifelong learning sector trainee teachers in the UK

Maxwell

2013

Journal of Further and Higher Education

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This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. MAXWELL, Bronwen (2014). Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education, 38 (3), 377-399. Published version Copyright and re-use policy AbstractLearning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, literature indicates that LLS workplace conditions often inhibit teacher learning. This paper reviews the research base on LLS trainees' workplace learning. Billett's

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Section: Individual Factorsmentioning

confidence: 99%

Improving workplace learning of lifelong learning sector trainee teachers in the UK

Maxwell

2013

Journal of Further and Higher Education

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“…A set of functional responsibilities is identified for the mentor that includes contributing to the final assessment of trainee achievement in the programme. This stance responds to the model implicit in recent Ofsted reports (Ofsted, 2007;2008; see also Cullimore and Simmons, 2010).…”

Section: Mentoring In Fementioning

confidence: 99%

‘Passionate about teaching’ – the role of mentors in implementing professional standards

Tedder

Lawy

2010

Teaching in Lifelong Learning

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This article originated from a qualitative research project that inquired into the impact of the changing requirements of programmes leading to teaching qualifications in the Learning and Skills Sector (LSS). The project was undertaken with the participation of a number of trainees, tutors and managers and used biographical methods to explore the experience of being mentored and the functioning of Individual Learning Plans (ILPs) within restructured programmes of Initial Teacher Education (ITE). Particular interest was taken in what participants had to say about the subject specialist mentoring that was intended to be a particular feature of new programmes. The authors conclude that there is dissonance between formal structures and trainees' expectations: while programme specifications emphasise the knowledge and skills of mentors, participants in ITE look for more human qualities.

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“…-the preceding discussion has identified that mentor roles are illdefined and contested. Most mentors report being more comfortable adopting a developmental approach and place particular importance on the mentor/trainee relationship (Tedder and Lawy, 2009;Cullimore and Simmons, 2010). This aligns with the nurturing and caring aspects of Anderson and Shannon's (1988) model of mentoring, and encompasses a reflective practice model.…”

Section: Mentor Roles Models Of Mentoring and Social Justicementioning

confidence: 99%

“…Tedder and Lawy (2009) suggest that the uncertainty can be attributed to the different types of transition that ITE mentoring is trying to address: induction into the organisation, the subject area and the teaching profession; the contrasting models of mentoring that are in place -which are mediated by mentors' past experiences and the learning culture; and the diverse needs and expectations of trainees who enter ITE with differing prior experiences from diverse vocational and subject areas. Uncertainty about the purposes of mentoring and mentors' roles is reflected in the tensions felt at the boundaries of the mentor/trainee relationship (Ingleby, 2010) and at the boundaries of, and between, mentor roles (Cullimore and Simmons, 2010).…”

Section: Role Confusionmentioning

confidence: 99%

“…This discourse pervaded the reform of LLS ITE (as exemplified in DfES, 2004). Much stronger regulation and monitoring of LLS ITE began in 1999 with the implementation of standards for trainee teachers, followed in 2004 by surveillance of ITE through inspection (Cullimore and Simmons, 2010;Tedder and Lawry, 2009). As a consequence, mentors' roles were adapted from earlier more developmental approaches to include formal responsibility for assessing trainees' teaching and contributing to reviewing progress and target setting.…”

Section: The Impact Of Policy On Lls Ite Mentoringmentioning

confidence: 99%

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Extending the mentor role in initial teacher education: embracing social justice

Duckworth

Maxwell

2015

International Journal of Mentoring and Coaching in Education

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Purpose -The paper explores how mentors can act as change agents for social justice. It examines mentors' roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment.Design/methodology/approach -Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu's concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors' practices and the possibilities for increasing the flow of 'pedagogical capital' between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice.Findings -LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. 2Research limitations/implications -While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope.Practical implications -A model for mentoring that promotes social justice and recommendations for mentor training are proposed.Originality/value -The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.

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The emerging dilemmas and challenges for mentors and mentees in the new context for training in‐service teachers for the Learning and Skills sector

Cited by 16 publications

References 5 publications

Improving workplace learning of lifelong learning sector trainee teachers in the UK

Improving workplace learning of lifelong learning sector trainee teachers in the UK

‘Passionate about teaching’ – the role of mentors in implementing professional standards

Extending the mentor role in initial teacher education: embracing social justice

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