Mentoring as part of the foundation for career long professional development and learnin

Sometimes it feels like we approach professional practice in education with a deficit model. What else should we be doing? What could be improved through marginal gains? What stretching targets can we agree? Who needs to be held to account? What works, and by implication, what doesn’t work? Mentoring in Initial Teacher Education is a professional practice that is often framed as something to be improved. My research has contributed to this, and my recently published conceptual paper in the International Journal of Mentoring and Coaching in Education (Lofthouse, 2018) does indicate some of the aspects of mentoring that are problematic and have the potential to be developed. This working paper is deliberately not taking a deficit approach. It has two distinct parts: firstly, it is a reflection on a small scale survey of student teachers’ positive experiences of being mentored, and secondly it introduces a conceptualisation of how the potential of mentoring might be maximised

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