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Since DFE circular 9/92, school based mentoring has become central to Initial Teacher Training (ITT) in England. We are
studying the perspectives, expectations and practices of ITT students, experienced mentors and new mentors. The initial
phase of our research is based on questionnaires sent to secondary school ITT students following Physics, Religious
Education and History. A questionnaire was designed to explore the differences between the procedural role of mentors, as
outlined by the University of Birmingham, and the actual experiences of the students The research is expected to lead to
changes in both mentoring practice and mentor training. This research is the basis for follow up research with experienced
mentors and trainee mentors at the University of Birmingham. Since September 2007 we have been researching the role of
school based mentors in Initial Teacher Training in England, specifically in the Post-Graduate Certificate of Education course
at a University in the West Midlands. We have researched the role from a number of perspectives, including the student
teachers’, experienced mentors’ and recently the new mentors’. Here we focus on the experience of student teachers on their
first school placement.
Rafaqat Ali Akbar, Darius Jackson. (2012) “Mind the Gap!” Exploring the Tensions in Initial Teacher Training: School based Mentor Practices, Student Expectations and University Demands, Journal of Research and Reflections in Education, Volume 6, Issue 1.
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