ABSTRACT
This chapter looks at how individual schools involved with the research developed their own procedures and practices when mentoring their students. It explores the different approaches to mentoring within each course and begin to raise some of the issues related to them. In practice the mentor plays an active part in the evaluation of the student as the college tutor will discuss the individual student’s progress when visiting. The course documents set out clearly defined areas that are the mentor’s responsibility in the training of the articled teacher. In planning a programme for the articled teachers the mentor is required to, ‘Provide opportunities for an articled teacher to observe other teachers who have a range of teaching styles, and discuss these afterwards’. The evidence in the research would suggest that most of the classroom observations are done informally by the mentors.
