School-based mentoring in initial teacher education : the exploratory phase

Abstract

The Faculty of Education at the University of Malta has long set its eyes on introducing some form of school-based mentoring as part of initial teacher education (ITE). Over the years, faculty staff members have become increasingly more convinced of the professional benefits that can be derived when carefully selected and trained practitioners in schools mentor ITE students during field placements. Important developments outside the Faculty have also paved the way for the eventual introduction of school-based mentoring. Suffice it to mention the declared support, at least in principle, by a number of key stakeholders outside the Faculty who operate in the field of education. This support appears to extend across the Ministry for Education and Employment, policy makers, the Directorates for Education, high ranking administrators from the state, Church and independent school sectors, school leaders and teachers, and the teachers’ union. Put differently, the indications are that the local context, in the widest sense of the word, is now ready for the development and implementation of a sustainable school-based mentoring system that is tailored to address the professional learning needs of faculty students enrolled in ITE studies.