Purpose

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in England.

Design/methodology/approach

Taking the form of a qualitative survey, the paper explores the views of mentors in relation to the potential use of the National Standards in supporting the mentoring role and in enhancing the experiences of pre-service teachers during school placements.

Findings

The paper reports that the National Standards have the potential to support the role of mentoring in ITT if used in ways that support mentor recognition and reward.

Practical implications

In the absence of any common training model for mentors in England, there is potential that the National Standards could offer mentors some guidance for the role to support more equitable experiences for pre-service teachers.

Originality/value

The paper contributes to the field since it accesses mentor voices about matters that involve them. The paper draws attention to the impoverished representation of mentoring in the National Standards, whilst paradoxically noting that in the absence of any common mentoring framework, mentors perceive that the standards could offer some support for mentors and mentees alike.

中文翻译：

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校本辅导员国家标准：认识到辅导的“灰姑娘”角色有潜力吗？

目的

本文的目的是探讨英格兰的校内导师对非法定国家标准的初次教师培训（ITT）导师的看法。

设计/方法/方法

本文通过定性调查的形式，探讨了导师关于国家标准在支持导师角色和增强在职期间的岗前教师经验方面的潜在使用的观点。

发现

该论文报告说，如果以支持导师认可和奖励的方式使用国家标准，则有可能在IT​​T中支持导师的作用。

实际影响

在英格兰没有任何针对导师的通用培训​​模式的情况下，国家标准可能会为导师提供一些指导，以帮助其为职前教师提供更公平的体验。

创意/价值

该论文为该领域做出了贡献，因为它获得了有关导师的声音。该文件提请注意国家标准中指导的贫乏代表，同时自相矛盾地指出，在缺乏任何通用指导框架的情况下，指导者认为标准可以为指导者和受指导者提供一定的支持。