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The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools.

Constant comparative analysis was used to examine 21 school-based mentors' experiences and how the programme worked out as an artefact to strengthen the coherence between the teacher and education arenas. The findings were interpreted considering the literature and OTPD and boundary-crossing theories.

The findings revealed that the OTPD programme served as a boundary artefact. By participating, the new school-based mentors felt part of a community, identifying as teacher educators. Thus, the programme mediated their understanding of their new role as a teacher educator. Two main tensions were found: first, resistance towards online collaboration with school-based mentors across schools and participants that preferred to work locally with their own colleagues and, second, different technologies at the schools and the university disrupting the participants' experiences. Overall, this study emphasised the value of a facilitator from the university supporting the participants' development in the OTPD programme.

This study provides an understanding of teachers' OTPD when at the boundary of becoming school-based mentors and may contribute to enhancing universities' quality of teacher education. This study also highlights the importance of stronger connections between school-based mentors and their university campuses.

The purpose of this article is to identify and examine root causes of the failure of school‐based mentoring to realize its full potential.

The article draws on the re‐analysis of data from two major mixed‐method empirical studies carried out in England. It focuses on data generated from interviews with beginner teachers and mentors in both primary and secondary schools.

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.

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.

The article identifies the practice of judgemental mentoring or “judgementoring” as an obstacle to school‐based 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.

Teacher education in many countries is under reform with growing differences in its form and function. This is indicative of the ongoing negotiations around the place of theory, research and practice in teachers’ professional learning. However, the demand for mentoring of trainee teachers during often extended and multiple school-based placements is a relative constant. Indeed, with the trend towards greater school-based professional experience mentoring practices become ever more critical. The paper aims to discuss this issue.

This is a conceptual paper written from the perspective of an experienced teacher educator in England, drawing on both practical experience and a body of associated research. It can be conceptualised as related to cases of practice, linked to episodes of practitioner research grounded in the ethics of the improvability of practice, the desire to meet the needs of the professional communities and a deep understanding of the demands and cultures of their workplaces.

Mentoring can be re-imagined as a dynamic hub within a practice development-led model for individual professional learning and institutional growth. Acting on this conceptualisation would allow mentors, trainees and other supporting teacher educators to contribute to the transformation of professional learning practices and educational contexts.

This paper goes beyond offering merely helpful guidance to participants and stakeholders in mentoring, or stipulating standards to be achieved, to considering what might be described as a hopeful or transformational stance in relation to mentoring. Teacher educators can continue to bring value to the transformation of teacher education through a focus on mentoring as an educative process.

Describes how the changing educational environment demands continuous school‐based teacher education (SBTE) for school development, teacher effectiveness and quality assurance. Suggests that SBTE should help teachers and the school to perform technical, human, political, cultural and educational functions at five levels. Asserts that the functions of SBTE can contribute to the strategic management process, facilitate whole‐school development and enhance school effectiveness. Argues that a thorough understanding of the multi‐functions of SBTE is necessary for effective design and implementation of the content and activities of teacher education in school. Provides a comprehensive framework for practitioners and researchers to understand the complex nature and potential contribution of SBTE in both local and international contexts.

This paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.

This study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.

This analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.

This study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils.

The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA).

The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”.

Further research into how mentors perceive their role in supporting new entrants into the profession is needed.

These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.

Careful attention to experience is often the starting point for narrative inquiries into teaching and learning. This chapter uses autobiographical reflection on pedagogical experiences, young peoples’ drawings, and examples of narrative research to demonstrate the value of sharing and connecting personal stories. In the context of evidence-based reforms in education and a focus on accountability and teaching standards, Australian governments, like others, express concern about the “quality” of teacher education and are looking to models of school-based “training.” While apprenticeship models of teacher education are considered inadequate, stronger partnerships between schools and universities are desirable. I argue that rather than continuing to be at the periphery, narrative research and pedagogies can exist as a central thread in teacher education programs, which have stronger connections to schools, teachers, and young people because they reveal the complexity of teaching and learning processes, enable deeper levels of understanding, and foster a critical reflective stance. I use examples from practice to show how narrative pedagogies contextualize, problematize, and clarify personal values and experience, theory, policy, and issues of practice. Nowhere is this more powerful than in situations where dispersed narratives, told orally, in writing and through visual representations sit alongside of one another and collide. Dispersed narratives challenge the view that narratives are contained and individualized. Rather than being discrete, they exist as intertextual connections or networks of meaning that can be created by groups of people not necessarily confined by space and time. This chapter aims to open a space for the continued thinking about how dispersed narratives can be used in teacher education to deepen professional learning.

Sets out to examine five school‐based initial teacher training schemes and to assess the most successful aspects of each. Aims in particular to investigate the ways in which student teachers are encouraged and assisted systematically to reflect on their practice. All those interviewed (student teachers, mentors and university tutors) recognized reflection as a crucial component of the mentoring process for structuring the analysis of teaching, but considered it a complex and challenging activity. Mentors lacked confidence in their ability to analyse and make explicit their implicit theories of teaching. Furthermore, they were inhibited by a lack of training, the time available and by the absence of a collaborative and supportive working environment. Learning to teach undoubtedly involves the mastery of reflective practice in which teaching performance is developed simultaneously with thinking about teaching.

Focuses on professional development policy for Irish second‐level teachers. Attempts to conceptualise current thinking about professional development policies as they relate to the teaching profession. Reviews existing policy for the provision of professional development before attempting to make some generalisations about existing policy making and identify future policy and focus.

Argues for the importance of self‐management in ensuring quality of teacher performance. Aims to propose a framework of teacher self‐management and draw implications for teacher training. Teacher self‐management is a continuous process comprising two self‐propelling cycles. The major cycle consists of five sequential stages, in which teachers as strategic actors will be aware of the changing education environment and able to readjust their personal goals and action plans to meet emerging challenges. The support cycle facilitates action learning in various stages of the major cycle. Practising in the major and support cycles, teachers may develop the necessary self‐renewal and competence for ensuring the quality of their professional work in the changing environment. From this conception of self‐management, the traditional staff development practice in school can be re‐engineered to maximize opportunities for facilitating teachers’ self‐management and self‐learning. For both pre‐service and in‐service teacher training, the self‐management theory can also bring alternative ideas for reforming teacher education programmes and preparing teachers for quality performance in a changing education environment. The implications should be useful not only to educational organizations but also to other professional organizations.