Teaching, learning and researching: A reflective journey into increasing the efficacy of our own mentoring practices

Abstract

Students undertaking Initial Teacher Education in Scotland through the postgraduate route are required by the General Teaching Council of Scotland to undertake approximately 18 weeks on school placements.  During placements students are mentored by a school-based partner and a member of University staff assigned as their School Experience Tutor (SET). This paper seeks to disseminate progress on an ongoing project focused on supporting students during school placements through the development of formative support materials to be used by SETs, students and school-based mentors to facilitate mutual professional development.

The project identified three action points which sought to support the creation of professional knowledge spaces through focused professional dialogue in order to meet the needs of the PGDE programme and the diverse needs of individual students in a variety of professional contexts so enhancing the quality of student learning.  To achieve its goals the project has piloted the use of structured learning conversations, a set of professional activities, and Personal and Professional Development Planning.

We believe that this will be of interest to those engaged in supporting students engaged in ITE programmes and more generally those who have an interest in the process of mentoring others.

Keywords: school placements; (asynchronous) learning conversations; mentoring; partnership.