Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
Jerome, Lee 
ORCID: https://orcid.org/0000-0003-0278-6986 and Brook, Victoria
(2020)
Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?
International Journal of Mentoring and Coaching in Education, 9
(2)
.
pp. 121-135.
ISSN 2046-6854
[Article]
(doi:10.1108/IJMCE-04-2019-0057)
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Abstract
Purpose – In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. This article seeks to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012).
Methodology – An analysis of three sets of professional standards was conducted by adapting the ‘constant comparison’ approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards.
Findings –The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning.
Originality – The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.
| Item Type: | Article |
|---|---|
| Keywords (uncontrolled): | mentors, initial teacher education, initial teacher training, standards, nursing, social work, professional learning, practice educators |
| Research Areas: | A. > School of Health and Education > Education |
| Item ID: | 28678 |
| Notes on copyright: | This is the accepted version of the manuscript "Critiquing the ‘National Standards for School-based Initial Teacher Training Mentors’ in England: what lessons can be learned from inter-professional comparison?" published in the journal "International Journal of Mentoring and Coaching in Education" available via the journal site at: https://doi.org/10.1108/IJMCE-04-2019-0057.
This article is © Emerald Publishing Limited and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. |
| Useful Links: | |
| Depositing User: | Lee Jerome |
| Date Deposited: | 06 Jan 2020 15:43 |
| Last Modified: | 29 Nov 2022 18:27 |
| URI: | https://eprints.mdx.ac.uk/id/eprint/28678 |
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