PARTNERSHIP IN TEACHER-TRAINING - MENTORS CONSTRUCTS OF THEIR ROLE

Secondary school teachers, trained as empowered mentors, were asked ab out their new role 2 years after the introduction of school-based init ial teacher training (ITT). Kelly's repertory grid encouraged the deve lopment of personal constructs. The mentors demonstrated deep structur e constructs which would not have Seen! easily recognised by universit y tutors making relatively brief school visits. It is concluded that t he mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number of tensions withi n the role were highlighted, most of which are inherent in the school- based model, but some of which attach specifically to empowerment. Sup port for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-b ased ITT, bur continued training and changes in the type of support av ailable is necessary. The place of appropriate theory at all stages of professional development was recognised.