An Examination of How the Mentoring of Initial Teacher Education Students is Perceived and Practised in Wales.

Simpkins, Margaret (2025) An Examination of How the Mentoring of Initial Teacher Education Students is Perceived and Practised in Wales. Doctoral thesis, University of Wales Trinity Saint David.

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Abstract

This mixed method study examines the perceptions and values of subject mentors who work with ITE students in placement schools in Wales. A second area of interest is how they work with their students to facilitate their professional development within the distinct socio-cultural context of their placement schools. Finally, the study considers student voice and the subjective diverse expectations and assumptions of individual students about the mentoring role. The quantitative survey sent to mentors in all secondary schools in Wales provided data about the theoretical stance of subject mentors to the mentoring process and reflected diverse views which were explored through the analysis of descriptive statistics. The qualitative element of the study took the form of case studies of the mentoring process in three secondary schools in south Wales which were chosen for their varied socio-cultural contexts. Data were gained through semi-structured interviews with senior and subject mentors, departmental staff and ITE students, lesson observations and attendance at feedback sessions. Analysis of the data aimed to reflect the richness of the mentoring experiences provided in each case study, to explore how individual mentors worked with their students to support and challenge them in their professional development, and to allow student voice to emerge. The study makes the following contributions to knowledge of the mentoring process in Wales. Firstly, it contributes to our knowledge of the attitudes and values which influence subject mentors in their work and secondly it explores through observation of classroom practice how mentors focus upon serving the needs of their individual ITE students. A third possible contribution is that of student voice which reveals how the subject mentor is considered by many to be the linchpin of the school experience providing support and reassurance through availability beyond the confines of the school day.

Item Type:	Thesis (Doctoral)
Subjects:	L Education > LB Theory and practice of education
Divisions:	Theses and Dissertations > Doctoral Theses
Depositing User:	Victoria Hankinson
Date Deposited:	12 Sep 2025 09:48
Last Modified:	12 Sep 2025 09:50
URI:	https://repository.uwtsd.ac.uk/id/eprint/3919

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