ABSTRACT
Beginning primary teachers have the vital responsibility of ensuring that pupils have the best possible education without yet possessing all the experience or skills necessary to provide it. They must make continuous and rapid progress to build their experience and skills, while remaining resilient and committed in the face of challenge. It is important for both the mentoring relationship and the beginning teacher’s professional development transparent and honest in the feedback given. However, it is also important to demonstrate to the beginning teacher that the reason giving the feedback is because invested in their success. Tension can potentially exist in the mentor and beginning teacher relationship before the relationship has even begun. Time is of the essence as the beginning teacher needs to be ‘up and running’ as soon as possible in order to make the necessary impact on the pupils. As experienced teachers, mentors are already balancing priorities, extra responsibilities and time constraints.
