ABSTRACT
Each of the stories presented in Chapters 4–6 was unique, yet there were similarities. In all three sets of stories, and among all the teachers involved in one-on-one mentoring, mentoring processes were a source of cross-fertilization of pedagogical ideas, skills, resources and technologies. Professional and personal educational relationships were strengthened and had the capacity to continue beyond the project. A commonality among all of the projects and mentoring relationships described in these chapters is that each began inside an individual classroom, but, as the project evolved within each school and the teachers’ understandings of the MeE Framework developed, they began to work with a broader, perhaps more consciously theorized, view of engagement. This, in turn, meant that the pedagogy could be recontextualized beyond the initial individual classrooms, to the wider school community, and often beyond into other school communities (quite separate to the planned movement to other school communities that occurred as mentees became mentors).
