Teachers' Experiences of Mentoring on A Flexible Initial Teacher Education Program: Implications for Partnership Development

Source: Journal of Education for Teaching, Volume 35, Issue 1, February 2009 , pages 19 - 32.

The paper explores school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) program via a flexible learning route. The article draws upon data gathered from focus groups and interviews to examine how mentors are redefining their role in response to the opportunities and challenges presented by flexibility. Discussion focuses on the wider discourse around models of partnership and considers the effect of key government policies on partnership development in recent years. The paper concludes by highlighting some implications for the role of the mentor on a flexible ITE program. It also highlights future evolution of the partnership between Goldsmiths College, University of London and the schools.