Mentors, Not Models: supporting teachers to be empowered in an Irish context

Abstract

This article explores the values and perceptions of Irish mentor teachers who have been involved in mentoring novice teachers. While situating this research within the historical context of the teaching profession in the Republic of Ireland, the article chronicles the establishment of the National Pilot Project on Teacher Induction and reports on a survey of the perceived needs of Irish mentors. The article illustrates that respondents gained personally from the mentoring process and recognised its potential to be a transformative agent within Irish schools, creating a framework for professional dialogue and supporting extended learning communities within staffs. The article concludes by examining the potential implications of these findings for policy and practice in new mentoring programmes.