Since the 1980s and 1990s, in-school mentoring has become an increasingly important part of teachers’ initial training and subsequent induction into the profession in the UK and internationally.
Effective mentoring has been found to have a range of benefits for teachers’ professional learning and can help teachers take control of their own professional development.
However, in-school mentoring across England is failing to realise its full potential, as Andrew Hobson (professor of education at Sheffield Hallam University) and Angi Malderez (education consultant on mentor development) explain in their recent paper Judgementoring and Other Threats to Realizing the Potential of School-based Mentoring in Teacher Education (1).
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