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The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector

The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector

Jonathan Tummons, Ewan Ingleby
Copyright: © 2012 |Volume: 3 |Issue: 1 |Pages: 11
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466610538|DOI: 10.4018/javet.2012010103
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MLA

Tummons, Jonathan, and Ewan Ingleby. "The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector." IJAVET vol.3, no.1 2012: pp.29-39. http://doi.org/10.4018/javet.2012010103

APA

Tummons, J. & Ingleby, E. (2012). The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector. International Journal of Adult Vocational Education and Technology (IJAVET), 3(1), 29-39. http://doi.org/10.4018/javet.2012010103

Chicago

Tummons, Jonathan, and Ewan Ingleby. "The Problematics of Mentoring, and the Professional Learning of Trainee Teachers in the English Further Education Sector," International Journal of Adult Vocational Education and Technology (IJAVET) 3, no.1: 29-39. http://doi.org/10.4018/javet.2012010103

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Abstract

This paper, drawing on research carried out as part of a qualitative case study, explores the effectiveness of the mentoring of trainee teachers within the further education sector. Drawing on data collected through questionnaires and semi-structured interviews from mentors and mentees in a network of further education colleges in the North of England and from documentary analysis of the forms and reports that are produced by the mentoring process, the paper explores three key problematic issues: firstly, the ways in which mentors and mentees define and understand their roles; secondly, the extent to which both mentors and mentees find worth or value within their professional relationship; and thirdly, the processes by which these invariably informal relationships are established. The paper concludes by suggesting that the complexities and vagaries of mentor-mentee relationships that are outlined both in this and other research raise further questions concerning what mentees learn as a consequence of the mentoring relationship.

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