Purpose The purpose of this article is to identify and examine root causes of the failure of schoolbased mentoring to realize its full potential.Designmethodologyapproach The article draws on the reanalysis of data from two major mixedmethod empirical studies carried out in England. It focuses on data generated from interviews with beginner teachers and mentors in both primary and secondary schools.Findings The findings point to a failure to create appropriate conditions for effective mentoring in England at the level of the mentoring relationship, the school, and the national policy context.Practical implications Implications of the findings include the need to achieve a greater degree of informed consensus on the meaning and purposes of mentoring in teacher education, and to ensure that mentors of beginner teachers are appropriately trained for the role.Originalityvalue The article identifies the practice of judgemental mentoring or judgementoring as an obstacle to schoolbased mentoring realizing its potential and an impediment to the professional learning and wellbeing of beginner teachers. It also points to worrying indications that judgementoring may be becoming, through accrued experiences, the default understanding of mentoring in England.
International Journal of Mentoring and Coaching in Education – Emerald Publishing
Published: Aug 23, 2013
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