ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book looks at mentoring of beginning teachers. It is important that all those involved with mentoring beginning teachers are explicit about initial teacher education being initial and beginning being beginning – so that beginning teachers fully understand they are not the 'finished product' and need to develop further throughout their career. Mentoring is valuable throughout a teacher's career, particularly at career transitions; for example, when preparing for, or undertaking, a new role, such as a middle or senior leader. Mentoring supports a teacher to meet new challenges, to understand and respond to the demands of the new role, and to understand the responsibilities of the role. The broader collaboration amongst teachers and mentors is important, as is encouraging teachers to share practice through participation in national and international teaching networks/forums/associations.
