ABSTRACT
In a discussion of professional development across a range of professions Eraut (1985) identifies one of the key dilemmas for new teachers as the need for professional autonomy in tension with feelings of isolation. Stone (1987) reported on the success of having a teacher tutor as a ‘buddy’ and this view is supported by Marson and Pigge (1987) who reported clear indications of the success of induction programmes which included ‘mentor type’ teachers. Blair and Bercik (1987) went even further in stating that mentors were essential to successful induction and declaring that in order to achieve success mentors needed more than their present superficial level of training. They suggest that mentors need training in demonstrating teaching, observing teaching and coaching teachers and they should also study teacher development, new teacher needs, effective teaching, supervision skills and professional development. Godley (1987), compared his own observations of mentor effectiveness with how mentors perceived their roles. He found that they saw themselves as being most successful in being resource persons, problem-solvers, evaluators and providers. In his observation Andrews (1987: 150–1) also took the viewpoint of mentors when he proposed five ways in which they would benefit from undertaking their role as providers of probationer induction within schools. These can be summarized as:
modelling different instructional methodologies (gaining constructive feedback on own teaching);
providing regular observation and feedback (thus experiencing peer supervision);
working jointly on the introduction of new curriculum materials (thus gaining from new teachers' recent studies and gaining curriculum management expertise);
engaging in classroom research (taking part in and encouraging critical reflection in teaching);
acting as a resource and consultant (gaining experience in educational consultancy).
