Reframing Mentoring in Initial Teacher Education: A Bourdieusian Analysis of Pre-Service Teachers' Experiences amidst Policy Reform in England
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| Title: | Reframing Mentoring in Initial Teacher Education: A Bourdieusian Analysis of Pre-Service Teachers' Experiences amidst Policy Reform in England |
|---|---|
| Language: | English |
| Authors: | Karan Vickers-Hulse (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2025 15(6):1212-1225. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Mentors, Teacher Student Relationship, Preservice Teachers, Preservice Teacher Education, Teaching Experience, Educational Policy, Educational Change, Professional Identity, Student Empowerment, Educational Environment, Feedback (Response) |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1108/HESWBL-12-2024-0380 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: This study investigates mentoring practices within Initial Teacher Education in England during a period of significant policy reform. Informed by Bourdieu's theory of capital and habitus, the research explores how pre-service teachers (PSTs) experience mentoring relationships and how these experiences shape their professional identity and development. Design/methodology/approach: Through focus group interviews, the study examines the distribution of economic, cultural, social and symbolic capital within school placements and the power dynamics inherent in mentor-mentee relationships. Findings reveal considerable variability in the quality and inclusivity of mentoring, with unequal access to support, feedback and professional opportunities impacting PSTs' confidence, sense of belonging and agency. Findings: The study highlights how one-size-fits-all mentoring frameworks risk reproducing inequalities, particularly for PSTs from marginalised backgrounds. It calls for mentor training that moves beyond procedural compliance to incorporate equity-focused, individualised support strategies. Originality/value: The paper concludes by advocating for mentoring models that explicitly address social justice, professional inclusivity and the complex relational dynamics that shape teacher development in a highly regulated education system. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491701 |
| Database: | ERIC |
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