External mentoring for new teachers: mentor learning for a change agenda

Abstract

Purpose The purpose of this paper is to report on a qualitative study of the learning and development of 70 external mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach The study adopted a narrative methodology that elicited accounts of external mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: first, the manifest themes that appeared at declarative level, and second, the latent (sub-textual) themes of external mentor learning and development. Findings Four key themes emerged that indicate the complexity of transition to the role of external mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalisability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value The study addresses the under-researched area of the learning and development of external mentors at a national scale.