Seeing and framing mentoring through the lens of knowledge practices

POUNTNEY, Richard (2019). Seeing and framing mentoring through the lens of knowledge practices. Working Paper. Leeds Beckett University.

(Pountney, 2019) Seeing and framing teacher mentoring through the lens of knowledge practices.pdf - Accepted Version
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In this paper I draw on empirical work I have been involved in since 2016, involving over 1200 teacher mentors, to discuss a key issue that has arisen – the professional knowledge required to mentor effectively. This work includes the development of a curriculum for training school-based mentors of trainee and newly qualified teachers, Enhance your Mentoring Skills, delivered regionally across South Yorkshire (Pountney and Grasmeder, 2018), as well as nationally for mentors of mid-career teachers on the Chartered Teacher programme of the Chartered College of Teaching. I begin by discussing briefly what is known about teachers’ mentoring practices, and understandings of what constitutes professional knowledge. Next, I discuss the nature of mentor teachers’ learning for practice, and the difficulties inherent in articulating this to themselves, and to others. I illustrate this with examples, to show how the problem can be differentiated in two dimensions of meaning: the first is closeness to context (semantic gravity) and the second is the degree of conceptual complexity (semantic density). Finally, I discuss the need for a specialised language for mentoring and how this can promote the professional status of mentors, as well as building knowledge about, and for, effective mentoring practice.

Item Type: Monograph (Working Paper)
Additional Information: Issue 7
Page Range: 45-41
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 14 May 2019 14:18
Last Modified: 12 May 2021 19:15

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