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Mentoring teacher trainees in times of COVID-19: reflection on practice

Howard, Colin ORCID: https://orcid.org/0000-0003-4791-5542 (2021) Mentoring teacher trainees in times of COVID-19: reflection on practice. Practice: Contemporary Issues in Practitioner Education, 3 (2). pp. 128-134. ISSN Print: 2578-3858 Electronic: 2578-3866

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Abstract

The pandemic of Coronavirus in 2020-21 (COVID-19) has impacted upon the lives of many university-based school mentors and teacher trainees. The strong commitment and partnership between mentors, trainees and training settings has, despite such challenges, allowed teacher training to continue and flourish. This has been achieved through relentless innovation and change so that schools, mentors, course leaders and training institutions can continue to support their trainees. Using virtual support for trainees in schools, coupled with a strong school training partnership which is staffed by committed mentors this has meant that trainees continue to progress towards their goal of achieving qualified teacher status. Personal relationships between mentors and trainees have underpinned trainees’ emotional, personal and professional wellbeing. This reflective paper, written by a university-based teacher training mentor, outlines how change has been managed, and the factors that have secured success in these most turbulent of times.

Item Type: Article
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Staff and students at the University of Worcester can access the full-text of the online published article via the online Library Search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Discrete Keywords: mentoring, primary education, COVID-19, teacher training, reflective practice
Subjects: L Education > L Education (General)
Divisions: College of Arts, Humanities and Education > School of Education
Related URLs:
Depositing User: Colin Howard
Date Deposited: 21 Jul 2021 09:19
Last Modified: 16 May 2022 11:22
URI: https://eprints.worc.ac.uk/id/eprint/11176

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