ABSTRACT
In this chapter, the focus is on how mentors can make the best use of research in their work with beginning teachers. At the end of the chapter, the people should be able to: Explain why mentors should engage with research, Identify how mentors can engage with and make the best use of research and Select the kinds of research mentors and beginning teachers should engage with about the mentoring relationship as well as teaching and learning. There are convincing arguments for why mentors should engage with research. The mentor–mentee relationship can be better understood by engaging in research linked to theoretical frameworks derived from the literature. Earl and Timperley’s notion of evidence-informed learning conversations could provide a foundation for mentor–mentee relationships and discussions about teaching and learning. There is a considerable range of educational related research to choose from, and it is difficult to know which research is credible and reliable.
