Previous research has established that the mentoring of teachers and lecturers in schools and colleges tends to be more effective where mentors are able to take advantage of appropriate opportunities for initial mentor preparationandongoing development (Bullough, 2005; Hobson et al., 2009; Hobson et al., 2015; Lejonberg et al., 2015). While some studies (for example, Fransson, 2016) identify positive impacts of mentors undertaking or gaining formal mentoring qualifications or accreditation, the evidence base is inconclusive on the added value of formal mentoring qualifications and accreditation, over and above effective non-accredited mentor preparation, training and development.
This study, commissioned by the Gatsby Charitable Foundation, sought to investigate issues relating to the education and development of mentors of teachers and lecturers in the Further Education (FE) sector in England.
The research involved the following elements:
This research commenced in 2016 and was completed in 2017.
The project sought to examine:
Read the final report for Mentor Education and Development in the Further Education sector in England
Professor Andrew Hobson
Dr Carol Robinson
Robinson, C. & Hobson, A.J. (2017) Mentor Education and Development in the Further Education sector in England. (Research report for Gatsby Charitable Foundation) University of Brighton: Education Research Centre.
Gatsby Charitable Foundation