Learning within a Supportive Environment: Mentoring Skills

Abstract

New teachers moving into teaching need the critical support that teacher induction programmes provide them with. The purpose of this paper is to discuss the specific skills and particular knowledge mentor teachers require in supporting provisionally registered teachers’ (PRTs) learning. Data for this qualitative study were gathered from 17 mentor teachers using semi-structured individual interviews which were audio-taped, transcribed and analysed using a thematic approach. In this paper it will be argued that the role of the mentor teacher is an important and significant one for PRTs. Findings from the study showed that there are specific skills and knowledge required by mentor teachers for effective mentoring with PRTs. These skills include the ability to communicate clearly and have personal skills of supportiveness and understanding of the PRTs’ learning. It is also necessary for mentor teachers to be reflective practitioners with knowledge of the curriculum and pedagogy. The findings have important implications for professional development, and practice in induction and mentoring programs.