The task of mentoring trainee teachers in the Lifelong Learning Sector (LLS) has long been an informal process. With the introduction of the 2007 teaching reforms (DfES, 2007) mentoring has assumed a new importance. Whilst recognising that this Higher Education Institution (HEI) was keen to implement changes, it perhaps did so in haste and without allowing the process to be evaluated. This led to tension between the mentor and the Initial Teacher Training (ITT) provider or teaching organisation. This research examined the perceptions of the mentor and listened to suggestions for improvement. From these discussions it would seem that mentors are being asked to coach as well as mentor trainee teachers. The main findings also show that whilst the employing organisation’s attitude, as perceived by the mentors, seems to have changed little since Hankey’s (2004) research paper, mentors’ attitudes toward mentoring seem to be more positive. It concludes that remission and recognition of the additional work done by mentors are powerful motivators for their engagement in mentoring activities. It further suggests that a title of mentor-coach would better match the job to be done.
How to Cite
Shobrook R., (2011) “Remission and recognition - the two Rs of mentoring: listening to the mentors of trainee teachers”, Teaching in Lifelong Learning 3(1). doi: https://doi.org/10.5920/till.2011.3140