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Mentoring within geography. The lived experiences of school-based mentors
McCarthy, Mary-Anne Jones, Luke
McCarthy, Mary-Anne
Jones, Luke
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2026-03-03
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Abstract
This study examines the lived experiences of school-based geography mentors within an Initial Teacher Education partnership in northwest England. While existing literature acknowledges the importance of mentoring, this study provides empirical evidence on the motivations, experiences, and perceptions of geography mentors. Using a qualitative approach that incorporates open-ended questionnaires and semi-structured interviews, the research explores how mentors perceive their roles in supporting trainee (associate) teachers during their school-based training. Findings reveal that mentors are driven by a professional commitment to nurturing the next generation of teachers. They perceive the mentoring process as mutually beneficial, as it fosters the development of Associate Teachers while also promoting the reflective practice and professional growth of mentors. However, mentors reported challenges, including increased workload, limited time, and insufficient institutional support, which often constrain their capacity fully to engage. The study emphasises the importance of subject-specific mentoring, highlighting how shared expertise deepens the mentor–Associate Teacher relationship and enhances pedagogical discussions. Mentors also value university-based training that offers opportunities for professional development and engagement in a community that enhances teaching practices and the quality of geography education. This research underscores the critical role of school-based mentors in strengthening the teaching workforce and shaping future geography educators.
Citation
McCarthy, M.-A., & Jones, L. (2026). Mentoring within geography. The lived experiences of school-based mentors. Journal of Education for Teaching, 52(3), 548-560. https://doi.org/10.1080/02607476.2026.2639042
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Taylor & Francis
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Journal of Education for Teaching
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Article
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© 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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ISSN
0260-7476
EISSN
1360-0540