Mentoring for trainee teachers in the learning and skills sector has taken on a greater significance due to the recent demands of providing subject-specialist support in what is otherwise a generic training programme. This article reports on one of the research projects undertaken on behalf of the Peninsular CETT that were commissioned in order to improve the understanding of and the practice of mentoring in the region. The research focussed on investigating what factors contributed to successful mentoring relationships for part-time trainees who were working in Further Education (FE) colleges. The findings, based on case-study analysis emphasise the importance of personal relationships in the mentoring process, alongside the benefits of frequent and informal meetings based on mutual respect. The findings also highlighted the need for a clear definition and understanding of roles and responsibilities and adequate training and time for mentors. While these points are not surprising they do pose challenges for a system that now demands more formality and has to cover a very wide range of trainees working in different circumstances.
How to Cite
Savory, C. & Glasson, M., (2009) “Improving mentoring for part-time trainee teachers in Further Education Colleges in the South West”, Teaching in Lifelong Learning 1(1). doi: https://doi.org/10.5920/till.2009.1136