Conceptions and expectations of mentoring relationships in a teacher education reform context

Semiyu Aderibigbe* (Corresponding Author), Laura Colucci-Gray, Donald S. Gray

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)
9 Downloads (Pure)


Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers’ career development were discussed.
Original languageEnglish
Pages (from-to)8-29
Number of pages22
JournalMentoring and Tutoring: Partnership in Learning
Issue number1
Early online date29 Mar 2016
Publication statusPublished - Apr 2016


  • mentoring
  • apprenticeship
  • critical constructivism
  • realism
  • beliefs
  • career development


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