A case study describing the benefits and barriers of an informal mentoring relationship for a staff member transitioning from FE to HE teacher education, run alongside a more formal setup with the organisational mentor.
The report focused on the impact of support, for both the mentee and mentor, provided to a new teacher-educator transitioning from working as an FE lecturer to an HE lecturer in FE. The research emerged as a consequence of the nature of the support mechanism, with the NTE being the centre of all data collection actiities
The researcher highlighted that issues of identity and confidence were the targets for the mentoring to help the NTE to overcome. As the mentoring relationship developed, critical self reflection and reflexive thinking engaged the NTE in developing their confidence and a greater sense of self-worth. This relationship led into a group of 10 practitioners all co-mentoring and supporting each other.
emCETT