“An incentive for innovation”: the impact of being a subject-specific secondary ITE mentor within an HEI partnership on the professional learning of teacher mentors

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Crooks, Victoria, London, Laura and Snelson, Helen (2025) “An incentive for innovation”: the impact of being a subject-specific secondary ITE mentor within an HEI partnership on the professional learning of teacher mentors. Professional Development in Education. pp. 1-19. ISSN 1941-5257

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Abstract

This paper explores how the subject-specific professional learning of secondary history teachers is supported by mentoring a preservice teacher within a subject-specific Higher Education Institution (HEI) Initial Teacher Education (ITE) partnership. The research was conducted using a case study approach focused on three subject-specific HEI-school ITE partnerships, where the ITE curriculum and mentor development is coordinated by a subject-specialist teacher educator. The study found that subject-specific mentoring stimulated history mentors’ intrinsic professional motivation for continued subject-specific learning and their sense of obligation to undertake this. It also revealed the role of mentoring in stimulating mentors’ engagement with professional learning communities, providing mentors with a sense of belonging and opportunities for collaboration. From these findings, the researchers developed a framework that demonstrates the opportunities inherent in mentoring with a subject-specific HEI–ITE partnership. The framework provides a valuable insight for policymakers and ITE stakeholders seeking to identify and evaluate effective mechanisms for supporting the subject-specific professional learning of teachers.

Item Type: Article
Uncontrolled Keywords: mentors,subject-specific,ite,professional learning,professional learning communities,education ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: LivePure Connector
Date Deposited: 04 Dec 2025 11:30
Last Modified: 04 Dec 2025 11:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/101247
DOI: 10.1080/19415257.2025.2580324

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