ABSTRACT
In the first section of this concluding chapter, the author highlights aspects of the model of mentoring described in the book that can be seen as particularly relevant to various types of readers, reprising a theme from the Introduction. She starts by considering mentors of two different broad categories of mentee – mentees who are student-teachers pre-qualification and early-career teachers (ECTs), and qualified teachers with more years of teaching experience. She then considers the appropriateness of the approach for external and online mentoring which, in certain contexts and circumstances, is the only mode of working possible for many mentors of both types. She then summarises some of what other ToTs might have found useful in the book. The final section contains some personal/professional stories of people who have become mentors or undertaken mentor courses. This is to illustrate the possible impact of mentoring on mentors’ (and ToTs’) own development and careers, suggest possible developments in the field of mentoring, and perhaps motivate those beginning-mentor readers for whom the hard work of adding mentoring to their already very demanding teaching job may, initially at least, feel rather thankless.
