Mentoring, Socialisation and the Mentor/Protégé Relationship [1]

This paper examines the qualitative aspect of the mentor/protégé relationship, and the association of mentoring with the socialisation of the new teacher and lecturer. It identifies and discusses ‘classical’ and ‘instrumental’ mentoring, and then explores the socialisation process and its potential effect on the individuals in the mentor/protégé relationship. This relationship is considered with reference to the author's personal experiences as a supervisor and mentor, and as a ‘protégé’. In conclusion the paper offers support to the concept of mentoring as a valuable educational tool, but emphasises the potential problems inherent in using socialisation to ensure conformity in the educational process and its institutions.