National Standards for school-based mentors: the potential to recognise the “Cinderella” role of mentoring?

Abstract

Purpose

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in England.

Design/methodology/approach

Taking the form of a qualitative survey, the paper explores the views of mentors in relation to the potential use of the National Standards in supporting the mentoring role and in enhancing the experiences of pre-service teachers during school placements.

Findings

The paper reports that the National Standards have the potential to support the role of mentoring in ITT if used in ways that support mentor recognition and reward.

Practical implications

In the absence of any common training model for mentors in England, there is potential that the National Standards could offer mentors some guidance for the role to support more equitable experiences for pre-service teachers.

Originality/value

The paper contributes to the field since it accesses mentor voices about matters that involve them. The paper draws attention to the impoverished representation of mentoring in the National Standards, whilst paradoxically noting that in the absence of any common mentoring framework, mentors perceive that the standards could offer some support for mentors and mentees alike.

Citation

Murtagh, L. and Dawes, L. (2021), "National Standards for school-based mentors: the potential to recognise the “Cinderella” role of mentoring?", International Journal of Mentoring and Coaching in Education, Vol. 10 No. 1, pp. 31-45. https://doi.org/10.1108/IJMCE-05-2020-0025