SCHOOL-LED INITIAL TEACHER TRAINING: RECONCEPTUALISING THE ROLE OF THE MENTOR

This paper examines strategies and methods for supporting mentors of School Direct trainee teachers in their new role. The School-led training innovation in England has resulted in the need for mentors to play a more active part in educating trainee teachers. The change in the role of the mentors of School Direct trainees has resulted in mentors themselves needing more support and training. This research, with mentors of School Direct trainees for the primary stage, has identified an urgent need for a curriculum, not only for Initial Teacher Training, but also for mentors. This curriculum needs to include a deeper understanding of education research, of government standards and how to assess trainees against them and advice and training on how to support trainees, by improving their understanding of the theoretical underpinning of pedagogical practice and subject knowledge. At present gaps in the training of mentors have been identified and this paper puts forward proposals for changes intended to enhance their understanding of this new role.