ABSTRACT
This chapter explores the nature of mentoring and the value it has in supporting beginning physical education teacher development. Whilst a beginning physical education teacher is likely to have a clear awareness of the far-reaching benefits of their chosen specialism to pupils' learning in school, they may be less aware of the professional marginalisation of the subject. Contributing to the department's extra-curricular programme, whilst highly rewarding, involves what are likely to be new challenges for a beginning physical education teacher; for example, in the organisation of 'peripheral' considerations such as transport, risk assessments and obtaining parental consent. Mentoring supports beginning teachers in developing skills of teaching and also key capacities that are essential to their development. In particular, as a result of the mentoring process, beginning teachers demonstrate a greater capacity for self-management/learning and working with others, and a more positive orientation towards the profession. The chapter concludes by looking at qualities of a good mentor.
