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dc.contributor.authorJones, Luke
dc.contributor.authorTones, Steve
dc.contributor.authorFoulkes, Gethin
dc.contributor.authorNewland, Andrew
dc.date.accessioned2023-12-15T11:17:57Z
dc.date.available2023-12-15T11:17:57Z
dc.date.issued2023-12-14
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/628361/Jones%2c%20Tones%2c%20Foulkes%20and%20Newland%202023%20Who%20cares.pdf?sequence=1
dc.identifier.citationJones, L., Tones, S., Foulkes, G., & Newland, A. (2023). Physical education mentors in initial teacher training: who cares?, International Journal of Mentoring and Coaching in Education. vol(issue), pages. https://doi.org/10.1108/IJMCE-05-2023-0042en_US
dc.identifier.issn2046-6854en_US
dc.identifier.doi10.1108/IJMCE-05-2023-0042
dc.identifier.urihttp://hdl.handle.net/10034/628361
dc.descriptionThis author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com
dc.description.abstractPurpose – The broad aim of this paper is to use Noddings’ theory of ethical care to analyse mentors’ caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for, and how this impacts their role within the context of secondary PE initial teacher training (ITT). Design – Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors’ experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse, and report patterns in the data. Findings – The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers’ (AT) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits. Originality – Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.en_US
dc.publisherEmeralden_US
dc.relation.urlhttps://www.emerald.com/insight/content/doi/10.1108/IJMCE-05-2023-0042/full/htmlen_US
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en_US
dc.subjectMentoringen_US
dc.subjectCareen_US
dc.subjectPhysical Educationen_US
dc.subjectInitial Teacher Trainingen_US
dc.titlePhysical education mentors in initial teacher training: who cares?en_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Chester; Liverpool John Moores Universityen_US
dc.identifier.journalInternational Journal of Mentoring and Coaching in Educationen_US
or.grant.openaccessYesen_US
rioxxterms.fundern/aen_US
rioxxterms.identifier.projectUnfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1108/IJMCE-05-2023-0042en_US
dcterms.dateAccepted2023-11-16
rioxxterms.publicationdate2023-12-14
dc.date.deposited2023-12-15en_US


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Except where otherwise noted, this item's license is described as Attribution-NonCommercial 4.0 International