Andrew J. Hobson

University of Brighton · School of Education

Purpose This paper synthesises international research on effective mentor training, education and development (MTED). Design/methodology/approach An adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review...

This chapter offers an original conceptualisation of co-mentoring-situated in the wider literature-together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is as an alternative to more traditional, hierarchical, and uni-directional approaches to mentor...

This article describes a research-enriched, action-oriented plan for supporting educators in PreK–12 district-wide mentoring through online professional development inspired by Kram’s model.

Purpose The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field. Design...

This article describes a research-enriched, action-oriented plan for supporting educators in PreK–12 district-wide mentoring through online professional development inspired by Kram’s model.

The research presented in this report was commissioned by the Education and Training Foundation (ETF) to inform: • The development of a framework for the mentoring of teachers and trainers in the Further Education and Training (FET) sector in England; • Associated guidance for mentors, mentees and leaders in FET organisations; • The design and deli...

This paper presents the outcomes of an empirical investigation into the validity of Bryan Cunningham's thesisthat the effectiveness of teacher mentoring is enhanced by a supportive institutional framework comprising eight ‘architectural design features’. It draws upon analyses of data from a mixed methods study of mentoring in the English Further E...

This chapter discusses a holistic mentoring framework, called ONSIDE Mentoring, which has been designed to provide effective support for the professional learning, development and well-being of early career teachers. The chapter outlines and provides empirical and theoretical support for seven imperatives of ONSIDE Mentoring, and identifies key ele...

This article presents findings from a study which sought to identify the extent to which trainee teachers and their mentors considered their mentoring experiences and approaches to be judgemental or developmental. The article draws on a case study of trainee teachers and mentors on an Initial Teacher Education programme at a further education colle...

This paper reports an original examination of the well-being of early career secondary school teachers in England, which extends the evidence bases relating to early career teachers’ working lives, teacher well-being, self-determination theory and performativity, respectively. Drawing on a secondary analysis of qualitative data generated for four s...

Purpose – The purpose of this paper is twofold: first, to extend existing knowledge on the nature, reach, causes and consequences of judgementoring; second, to present a new framework for mentoring beginner teachers that has the potential to forestall and combat judgementoring, and enable the full potential of institution-based mentoring to be real...

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors s...

Potentially there is a real benefit in this paper, however as it stands the conclusions drawn are not clearly substantiated. All in all I don't understand the rationale for the paper. It's a think piece that doesn't seem to have been thought through very carefully. Because of the lack of exploration of focused literature the enquiry questions are r...

PurposeThe 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/approachThe 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 tea...

This paper reports findings from a study of the work of ‘external mentors’ associated with three programmes of support for the professional learning and development (PLD) of secondary science teachers in England. Focusing on outcomes from analyses of data derived from interviews with 47 mentees and 19 mentors, the paper supports and extends existin...

Drawing on analyses of data from a large-scale, mixed-method study of new entrants to the teaching profession in England, this article presents new findings on beginner teachers’ experiences of post-induction support for their professional development, about which little was previously known. As well as highlighting positive and negative aspects of...

What influences how well‐prepared student teachers feel towards working in schools upon completion of their initial teacher preparation (ITP)? In order to investigate this question, we used a path analysis using data from a longitudinal study investigating the experiences of trainee and early career phase teachers in England. The data were generate...

A small preliminary study of 15 teachers who had participated in education research in England examined the effects of prior experience as research participants on why they participated and how they perceived the methodology and ethics of the research. Nine participants were research novices, while six were research experienced. The latter group we...

This article begins by tracing the modern roots of mentoring in teacher education, major themes supported by recent perspectives on professional learning, and the evolving relationships between these two strands. It then outlines, under three different headings, what growing research in this area is beginning to yield: effectiveness and benefits of...

In recent years school-based mentoring has become an increasingly important aspect of the process by which student teachers begin to learn how to teach. This article reports secondary PGCE students' evaluations of their school-based mentoring experiences. The data were collected via in-depth interviews with 16 student teachers and self-complete que...

The development of interactive video technology offers teacher educators new possibilities for working with student teachers. This article draws on an evaluation of a project in England that used the internet to link a university teacher education faculty with local partner schools in which remotely operated Internet Protocol cameras and microphone...

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to n...

This report presents the findings of our review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations.1 It is intended that the report will be helpful to coun...

This article presents findings from a large‐scale, longitudinal study of teachers’ experiences of initial teacher preparation and early professional development in England. Data were generated via annual surveys, in‐depth interviews and email communications. The study established that beginner teachers’ perceptions of the support they received were...

Background: In recent years, withdrawal from initial teacher preparation (ITP) programmes, in England and elsewhere, has become a cause for concern amongst both ITP providers and policy-makers.Purpose: This paper seeks to enhance the presently underdeveloped evidence base on the causes of withdrawal from ITP and on the characteristics of student te...

This article discusses the evaluation of a unique university‐based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of sec...

This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful m...

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Drawing on data generated via large‐scale survey and in‐depth interview methods, this article reports findings which show that being a student teacher in early‐twenty‐first‐century England is a demanding personal experience which requires considerable engagement and commitment in the face of built‐in challenges and risks, and which engenders, for m...

This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003-2004), data were generated via: (1) in-depth, face to face interviews with 85 student teachers throughout England; and (2) self-completion questionnaires, returned by 4,790 student teachers...

This paper presents early findings from a six-year longitudinal study of beginner teachers' experiences of initial teacher preparation (ITP) and early professional development in England. Data reported in the paper were generated via a questionnaire survey, completed by 4790 student teachers, and face to face interviews with 85 student teachers, ac...

This article reports findings arising from a systematic review of literature relating to mentoring new head teachers. The review found that all major studies of formal mentoring programmes for new heads reported that such programmes have been effective, and that the mentoring of new heads can result in a range of perceived benefits for both mentees...

This article reports findings from a small-scale study of secondary student teachers' evaluations of one-year, postgraduate initial teacher training (ITT) programmes in England [1]. Data were collected via in-depth interviews with 16 student teachers and self-complete questionnaires completed by 224 student teachers from four training courses in ce...