ABSTRACT
In this chapter, the authors look at how they allow beginning mathematics teachers to develop their own identity as a teacher now they are coming to the end of their current training and development period. In mentoring beginning teachers, there can be assumptions made about the expectations of roles and processes perhaps because training placements are often accompanied by considerable paperwork to be completed by all parties. Coaching is often seen as linked to areas like sports coaching where expertise and specific guidance is given to the coachee/client. For inexperienced mentors, holding onto the issues that beginning teachers bring with them can be a significant problem as they become the consuming priorities particularly if these are coupled with strong emotions. Dealing with ending mentoring relationships must be planned to ensure closure for all parties.
