Abstract

Secondary school teachers, trained as empowered mentors, were asked about their new role 2 years after the introduction of school-based initial teacher training. Kelly's repertory grid encouraged the development of personal constructs. The mentors demonstrated deep structure constructs which would not have been easily recognised by university tutors making relatively brief school visits. It is concluded that the mentors have reached a stage where continued experience in the role will not, per se, lead to improved skills. A number of tensions within the role were highlighted, most of which are inherent in the school-based model, but some of which attach specifically to empowerment. Support for mentors not recognising such ambiguities is important. Mentor empowerment does appear to be a viable model of mentoring in school-based ITT, but continued training and changes in the type of support available is necessary. The place of appropriate theory at all stages of professional development was recognised.