ABSTRACT
Systems of mentorship have been introduced on an increasing number of CNAA approved courses of in-service training for teachers in further and higher education during the last decade. The CNAA (1985) defines a subject mentor as ‘an experienced colleague or critical friend who can help his or her course member to utilise and translate the benefits of the course’, such that ‘mentorship implies a dialogue between a course member and mentor about the professional practice of teaching’. Within the East Midlands Scheme, subject mentors function essentially as individuals, ‘each chosen uniquely to match student need with mentor expertise and knowledge’ (CNAA 1985). Indeed the functions of mentors overlap, but are not identical with, those of course tutors, student counsellors and staff development officers seen as internal consultants and agents of socialization. However in subject mentoring a crucial difference must be appreciated between technical expertise and process skills, since the mentor's repertoire of knowledge, attitudes and skills encompasses both esoteric subject-matter content on the one hand, and teaching and learning method on the other. In other words the ‘subject mentor’ plays the complementary roles of subject-matter specialist and education consultant.
