ABSTRACT
Since the publication of this guide in 2005 a number of highly important changes have taken place in the post-compulsory landscape that appear to warrant an updating and extension of the original book. Furthermore, from the perspective of how it has been evaluated (at least in so far as has been illustrated by the kinds of written or verbal feedback I have received) a second edition of Mentoring Teachers in Post-Compulsory Education stood to benefit from certain small – but significant – refinements that were being suggested. I also viewed the opportunity offered by a second edition as one that would allow me, for example, to incorporate a rather fuller range of theoretical perspectives on mentoring, and on the organisational ‘architectures’ that seem to best support the activity.
