Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development

This article investigates school mentors’ perspectives on their role in training student-teachers following an initial teacher education (ITE) programme via a flexible learning route. The paper draws upon data gathered from focus groups and interviews to examine how mentors are redefining their role in response to the opportunities and challenges presented by flexibility. Discussion focuses on the wider discourse around models of partnership and considers the effect of key government policies on partnership development in recent years.

The paper concludes by highlighting some implications for both the role of the mentor on a flexible ITE programme and the future evolution of the partnership between Goldsmiths College, University of London, and the schools.