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Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England

Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012).Design/methodology/approachAn analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards.FindingsThe analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning.Originality/valueThe study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-6854
DOI
10.1108/ijmce-04-2019-0057
Publisher site
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Abstract

In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012).Design/methodology/approachAn analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards.FindingsThe analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning.Originality/valueThe study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

Journal

International Journal of Mentoring and Coaching in Education – Emerald Publishing

Published: May 13, 2020

Keywords: Social work; Standards; Nursing; Initial teacher education; Initial teacher training; Mentors; Professional learning; Practice educators

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