What do we mean by mentoring? The context for mentoring in Scotland

Livingston, K. (2022) What do we mean by mentoring? The context for mentoring in Scotland. In: Eady, S., Essex, J., Livingston, K. and McColl, M. (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 3-18. ISBN 9780367405984 (doi: 10.4324/9780429356957-2)

Abstract

Mentoring can be understood in different ways and mentees and school leaders may have different expectations about the roles of a mentor. This chapter begins with a discussion of definitions of mentoring and what different understandings of mentoring mean for mentors. The multiple roles of mentors are explored in relation to different mentoring approaches, with a specific focus on approaches that support and challenge beginning teachers and all teachers beyond the induction phase. Teachers work in different social and cultural contexts, and while they have individual learning needs, their professional development also relates to specific contextual requirements. The challenge for any mentor is deciding which mentoring approach and strategies are appropriate in a specific context at a particular time when working with a mentee. The context for mentoring in Scotland is briefly set out. This chapter concludes by reflecting on the different models of mentoring in terms of what and how mentors can draw from them to inform and improve their practice.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Livingston, Professor Kay
• Authors: Livingston, K.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Publisher: Routledge
• ISBN: 9780367405984
• Published Online: 19 May 2022