ABSTRACT

This chapter explores the potential value of mentoring in professional learning in teaching and coaching, and also the potential for problems where the nature and purpose of the activity are not wholly clear to all participants. It is interesting to note, therefore, that engaging in in situ mentoring, where teachers take a degree of responsibility for the professional development of their colleague, overcomes many of the criticisms of traditional professional development. The national governing body of sport in the United Kingdom appointed a group of professional coach educators (PCEs) to act as mentors in local areas to support the development of youth coaches in situ in clubs. The intention was that the athlete mentors would visit each school three times, and that they would follow a structured series of engagement and inspirational activities with pupils. The chapter shows that mentoring can play a part in continuing professional development (CPD), but although it is both convenient and relatively inexpensive.