Mentoring With Joy: Lessons From Teacher Education

A. Glover, M. Jones, A. Thomas & L. Worrall (2024) Finding the joy: effective mentoring in Teacher Education, Mentoring & Tutoring: Partnership in Learning, 32:4, 377-394,
DOI: 10.1080/13611267.2024.2360605

Introduction

Glover and colleagues (2024) explored mentoring approaches for a new two-year Postgraduate Initial Teacher Education (ITE) qualification in Wales. This research is timely, given the national reform shift toward a collaborative university-school partnership model in ITE. The core objective was to identify successful practices and their underlying rationale to help schools and universities deliver impactful mentoring.

Methods

The researchers employed a qualitative research design, notably utilizing the creative approach of artefacts (e.g., song titles, objects) to stimulate deeper discussion and help participants articulate their perceptions of effective mentoring. The study included 27 participants from across Wales’s ITE partnership, involving student teachers, school-based mentors, practice tutors, and school coordinators. Data was collected via online interviews and group discussions, then systematically analyzed using NVivo qualitative data analysis software.

Results

Findings showed that the most impactful mentoring relationships were those in which mentors embraced the “joy of mentoring”—demonstrating genuine enthusiasm, empathy, and care. Mentors who prioritized emotional support alongside professional guidance helped mentees develop confidence, resilience, and a sense of belonging. In contrast, mentoring perceived as purely supervisory or evaluative often inhibited openness and learning.

Discussion

Mentoring in teacher education is most effective when framed as a reciprocal, relational practice. The reciprocal nature of the relationship was noted, with mentors reporting that supporting student teachers contributed positively to their own reflective practice and kept them up-to-date. Although mentors demonstrated a good understanding of their role, the primary barriers identified by participants were the lack of sufficient time and the need for more effective training materials to support the role.

Implications for Mentoring Programs

Teacher education programs should recruit and train mentors who value relational joy, provide space for authentic dialogue, and balance accountability with emotional support. Embedding these principles can help transform mentoring into a truly developmental experience.

Read the full paper here.