Teacher Perceptions of Their Needs as Mentors in the Context of Developing School‐based Initial Teacher Education

Responses from teachers to a limited investigation of their perceived training needs as potential mentors are analysed in the context of a model which identifies different approaches to mentoring and different levels of operation. The diverse views presented by these teachers have implications for future initial teacher education programmes if students are to continue to have access to a wide range of aspects of support and advice.