Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education

Purpose - The purpose of this article is to identify and examine root causes of the failure of school-based mentoring to realize its full potential.Design methodology approach - The article draws on the re-analysis of data from two major mixed-method empirical studies carried out in England. It focu...

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Published inInternational journal of mentoring and coaching in education Vol. 2; no. 2; pp. 89 - 108
Main Authors Hobson, Andrew J., Malderez, Angi
Format Journal Article
LanguageEnglish
Published Bingley Emerald Group Publishing Limited 23.08.2013
Subjects
Beginning Teacher Induction
Beginning Teachers
Charitable foundations
Learning
Learning Processes
Schools
Student Teachers
Studies
Teacher education
Teacher Educators
Teaching
United Kingdom > UK
England
Judgementoring
Teachers
Behaviour
Teacher education
Beginning teacher
Education policy
Mentoring
Developmental mentoring
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ISSN2046-6854
2046-6862
DOI10.1108/IJMCE-03-2013-0019

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Summary:Purpose - The purpose of this article is to identify and examine root causes of the failure of school-based mentoring to realize its full potential.Design methodology approach - 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.Findings - 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.Practical implications - 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.Originality value - 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.
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ISSN:2046-6854
2046-6862
DOI:10.1108/IJMCE-03-2013-0019