Mentoring in the career-long professional learning phase of teacher education

Livingston, K. , Shiach, L., Allen, F. and Smith, N. (2022) Mentoring in the career-long professional learning phase of teacher education. 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. 72-84. ISBN 9780367405984 (doi: 10.4324/9780429356957-8)

Abstract

This chapter focuses on mentors and mentees in the career-long professional learning phase of teacher education. Benefits of mentoring for experienced teachers are shared as well as benefits for mentees who are experienced teachers. Experiences are shared through a series of case studies written by mentors who were in the career-long professional learning phase and were working with both beginning teachers and experienced teachers. The case studies provide opportunities to reflect on the roles of mentors working with teachers with different professional learning needs at different stages of their careers and on the benefits of mentoring for mentors. They also aim to stimulate reflection on the conditions needed in school to encourage, support and develop mentoring for all teachers, and consider the balance of mentoring for individual teacher development and school development in the career-long professional learning phase.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Livingston, Professor Kay
• Authors: Livingston, K., Shiach, L., Allen, F., and Smith, N.
• 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